Navegando por Autor "MUENCHEN, Cristiane"

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    A presença de obras freireanas nos cursos de Pedagogia do Rio Grande do Sul: um olhar exploratório
    (2022) PEREIRA, Diuliana Nadalon; MUENCHEN, Cristiane
    O presente estudo busca investigar e discutir a presença das obras freireanas nos currículos dos cursos de Pedagogia, públicos e presenciais, do Rio Grande do Sul. Esta pesquisa, de caráter quantitativo e de cunho exploratório, identificou um total de 28 obras de autoria de Paulo Freire, distribuídas em 92 disciplinas de cursos de Pedagogia presenciais de 7 instituições públicas. As disciplinas observadas são voltadas, especialmente, a discussões da Educação de Jovens e Adultos e da Educação Popular. Dentre elas, constatou-se que as obras mais utilizadas pelos cursos investigados são a Pedagogia da autonomia e a Pedagogia do oprimido, presentes, principalmente, como indicações básicas em disciplinas obrigatórias. Portanto, considera-se que as obras de autoria de Paulo Freire vêm sendo bastante indicadas pelas disciplinas dos cursos de Pedagogia analisados.
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    Possibilidades e desafios para formação permanente de educadores dos anos iniciais: uma revisão de literatura
    (2019) MARQUES, Sabrina Gonçalves; MUENCHEN, Cristiane
    The research presented here aimed to investigate theoretical and methodological elements that contribute to the construction of educational processes of educators working in the early years of elementary school. It is based on the understanding that science teaching inthe early years faces some challenges and that the offer of permanent education, based on the references of the Freire-STS articulation, is an alternative totheovercome these. Thus, an investigation was made in the minutes of the last five editions of ENPEC and SNEF seeking to identify research that dealt with training processes developed with teachers of the early years of elementary school. Sixteen works were selected from the keywords "Science Technology Society" "Paulo Freire" and "Scientific Literacy", which were analyzed according to the Discursive Textual Analysis. The results indicate some possibilities for building formative processes, divided into theoretical and methodological elements and also some challenges that need to be faced by the formators. The results obtained can contribute to the construction of training processes that seek to overcome the challenges encountered in science education in the early years. However, a perspective of permanent formation is defended with a view to overcoming challenges that involve profound changes in the conceptions and pedagogical practice of educators.
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    Situação de estudo e abordagem temática: análises sobre as escolhas dos temas
    (2020) SILVA, Josiane Marques da; MAGOGA, Thiago Flores; MUENCHEN, Cristiane
    This study discusses the processes forchoosingthemes in the context of the perspectives of curricular reorganization of the Thematic Approach and the Study Situation, through a bibliographic review in works published in the minutes of the Encontro Nacional de Pesquisas em Educação em Ciências(ENPEC), from 1997 to 2017. Thus, this work is concerned with answering the following question: How have the themes been defined in educational practices based on the Study Situation, in comparison to the Thematic Approach? Methodologically of a qualitative nature, the analysis of the selected works was guided by the assumptions of the Discursive Textual Analysis, thus emerging two analytical categories (i) Daily experiences as beacons of choices and ii) Different parameters of choices. This signals the apparent distinction in the interpretations of the elements of the subject -context -scientific knowledgetriad to choicesand approach the themes in the context of the curricular perspectives Situation of Study and Thematic Approach.