Estudos de caso à luz da perspectiva freiriana: aprendizagens para a docência
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Tipo
Dossiê
Classficação
Nível metodológico
Data
2021
Título do Períodico
Revista de Iniciação à Docência
ISSN
2525-4332
Página(s)/e-location
474-488
Idioma(s)
pt
Fonte
Fonte
Jequié, BA
6
2
jul./dez.
6
2
jul./dez.
Coleções
Resumo
A docência é composta por múltiplos saberes construídos pelo professor durante o processo de formação inicial e durante o exercício da profissão. Há ainda aqueles que são elaborados a partir das vivências na educação básica, quando o docente ainda era estudante. Em relação ao processo formativo inicial, o subprojeto Química do Programa Institucional de Bolsa de Iniciação à Docência da Universidade Federal de Juiz de Fora tem proporcionado aos bolsistas de iniciação à docência, aprendizagens durante suas vivências no cotidiano escolar. Entre essas aprendizagens, destacamos a elaboração e aplicação de estudos de casos sobre o tema Alimentação, cujo objetivo foi envolver os futuros docentes na prática de sala de aula para que pudessem articular com autonomia o desenvolvimento de todas as etapas do trabalho. Vale destacar que foi um desafio para muitos deles, já que o curso de Química não tem uma disciplina voltada ao estudo do corpo humano. Entretanto, notamos que os futuros professores puderam desenvolver a autonomia, o senso crítico, a pesquisa e a argumentação junto aos estudantes, seguindo os princípios de Paulo Freire para umaeducação democrática, emancipatória e libertadora. Diante das aprendizagens, percebemos que houve mudanças na postura dos bolsistas relacionadas a percepção da escola, enquanto ambiente de formação, e também em relação à carreira do magistério, que passoua ser vista com responsabilidade, dedicação e comprometimento.
Teaching is composed of multiple knowledge constructed by the teacher during the initial training process and during the exercise of the profession. There are also those that are elaborated from experiences in basic education, when the teacher was still a student. In relation the initial training process, the Chemistry subproject of the Institutional Program for Teaching Initiation Scholarship at the Federal University of Juiz de Fora has provided teaching initiation scholarship holders with learning duringtheir experiences in daily school. Among these learnings, we highlight the development and application of case studies on the topic of Food, whose objective was to involve future teachers in the classroom practice so that they could autonomously articulate the development of all stages of the work. It is worth noting that it was a challenge for many of them, since the Chemistry course does not have a discipline focused on the study of the human body. However, we note that future teachers were able to develop autonomy, critical thinking, research and argumentation with students, following Paulo Freire's principles for a democratic, emancipatory and liberating education. In view of the learning experience, we noticed that there were changes in the position ofthe scholarship holders related to the perception of the school as a training environment, and also in relation to the teaching career, which came to be seen with responsibility, dedication and commitment.
Teaching is composed of multiple knowledge constructed by the teacher during the initial training process and during the exercise of the profession. There are also those that are elaborated from experiences in basic education, when the teacher was still a student. In relation the initial training process, the Chemistry subproject of the Institutional Program for Teaching Initiation Scholarship at the Federal University of Juiz de Fora has provided teaching initiation scholarship holders with learning duringtheir experiences in daily school. Among these learnings, we highlight the development and application of case studies on the topic of Food, whose objective was to involve future teachers in the classroom practice so that they could autonomously articulate the development of all stages of the work. It is worth noting that it was a challenge for many of them, since the Chemistry course does not have a discipline focused on the study of the human body. However, we note that future teachers were able to develop autonomy, critical thinking, research and argumentation with students, following Paulo Freire's principles for a democratic, emancipatory and liberating education. In view of the learning experience, we noticed that there were changes in the position ofthe scholarship holders related to the perception of the school as a training environment, and also in relation to the teaching career, which came to be seen with responsibility, dedication and commitment.
Descrição
Palavras-chave
PIBID, Paulo Freire, Estudos de caso, Educação em ciências, Pibid, Paulo Freire, Case studies, Science education
Citação
CARMO, Ana Maria ; AFONSO, Andréia Francisco. Estudos de caso à luz da perspectiva freiriana: aprendizagens para a docência. Revista de Iniciação à Docência, Jequié, BA, v. 6, n. 2, p. 474-488, jul/dez. 2021. https://doi.org/10.22481/riduesb.v6i2.9305. Disponível em: https://periodicos2.uesb.br/index.php/rid/article/view/9305. Acesso em: 2022-08-09