Atividades Teórico-Práticas de Aprofundamento: contribuições para formação de professores com apoio de um sistema via web
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revista de Estudos e Pesquisas sobre Ensino Tecnológico
ISSN
2446-774X
Página(s)/e-location
e177122
Idioma(s)
pt
Fonte
Fonte
Manaus, AM
8
1
8
1
Coleções
Resumo
O objetivo deste artigo é apresentar os resultados da experimentação de um sistema via webque possibilita a reflexão de licenciandos sobre as Atividades Teórico-Práticas de Aprofundamento (ATPA). As ATPA têm como propósito o enriquecimento da formação inicial por meio da abordagem de temas não estudados nos componentes curriculares da matriz, bem como o aprofundamento de outros. Essas atividades devem ser desempenhadas por licenciandos, como previsto na Resolução Nº 2 de 1º de julho de 2015, que determina o cumprimento da carga horária mínima de 200 horas. Assim é importante que os alunos reflitam sobre as atividades realizadas de modo que elas não sejam cumpridas apenas por determinação da resolução e, nesse sentido, Tecnologias Digitais podem servir como suporte. Nesse contexto, foi desenvolvido um Sistema via webque, além de apoiar o armazenamento, discussão e avaliação das ATPA, possibilita o registro da relação entre a atividade realizada e a licenciatura em curso, por meio de um relatório. A pesquisa foi realizada com 35 licenciandos do 5.º e 8.º períodos do curso de licenciatura em Letras, doInstituto Federal FluminensecampusCampos Centro, e teve uma abordagem qualitativa. Os relatórios postados no sistema foram os instrumentos utilizados para a coleta de dados. Constatou-se que o Sistema ATPA, com os registros dos relatórios, contribuiu para que os alunos refletissem sobre as ATPA de que participaram, sendo possível estabelecer a relação com a licenciatura em curso e, consequentemente, enriquecer aformação inicial docente. Tais afirmações se fundamentam na análise dos relatórios feita por meio da metodologia Análise de Conteúdo.
This article aims to present the results of experimenting with a system viathe web that allows the reflection of undergraduate students on Theoretical-Practical Activities of Deepening (ATPA). The goal of ATPA is to enrich initial training through the approach of themes not studied in the curriculum components of the curriculum, as well as the further development of others. These activities must be performed by licentiate students, as provided for in Resolution N.o2 of July 1, 2015, which determines the fulfillment of the minimum workload of 200 hours. Thus, it is important that students think about the 2022.2activities carried out so that they are not fulfilled just because of the determination in resolution and in this way, Digital Technologies can serve as support. In this context, a web system was developed which in addition to supporting the storage, discussion and evaluation of the ATPA, makes it possible to record the relation between the activity carried out and the undergraduate degree in progress, through a report. The research was held with 35 undergraduate students from the 5th and 8th periods of the undergraduate course in Portuguese Language &Literature Teaching, from a federal institute, and took a qualitative approach. The reports posted on the system were the data collection instruments. It was found that the ATPA System, with the records of the reports, contributed to the students thinking about the ATPA in which they participated, making it possible to establish the relation with the current degree and, therefore, enrich theinitial teacher training. Such assertions are based on the analysis of the reports made through the Content Analysis methodology.
This article aims to present the results of experimenting with a system viathe web that allows the reflection of undergraduate students on Theoretical-Practical Activities of Deepening (ATPA). The goal of ATPA is to enrich initial training through the approach of themes not studied in the curriculum components of the curriculum, as well as the further development of others. These activities must be performed by licentiate students, as provided for in Resolution N.o2 of July 1, 2015, which determines the fulfillment of the minimum workload of 200 hours. Thus, it is important that students think about the 2022.2activities carried out so that they are not fulfilled just because of the determination in resolution and in this way, Digital Technologies can serve as support. In this context, a web system was developed which in addition to supporting the storage, discussion and evaluation of the ATPA, makes it possible to record the relation between the activity carried out and the undergraduate degree in progress, through a report. The research was held with 35 undergraduate students from the 5th and 8th periods of the undergraduate course in Portuguese Language &Literature Teaching, from a federal institute, and took a qualitative approach. The reports posted on the system were the data collection instruments. It was found that the ATPA System, with the records of the reports, contributed to the students thinking about the ATPA in which they participated, making it possible to establish the relation with the current degree and, therefore, enrich theinitial teacher training. Such assertions are based on the analysis of the reports made through the Content Analysis methodology.
Descrição
Palavras-chave
Reflexão, Formação docente, Informática na educação., Reflection, Teacher training, Informatics in education.
Citação
MIRANDA, Kennya Ferreira Silva ; BARCELOS, Gilmara Teixeira ; LOPES, Arilise Moraes de Almeida. Atividades Teórico-Práticas de Aprofundamento: contribuições para formação de professores com apoio de um sistema via web. Revista de Estudos e Pesquisas sobre Ensino Tecnológico, Manaus, AM, v. 8, n. 1, p. e177122. 2022. https://doi.org/10.31417/educitec.v8.1771. Disponível em: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1771. Acesso em: 2024-02-28