Banca de DEFESA: NADIANE MARIA DA SILVA TIBURCIO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NADIANE MARIA DA SILVA TIBURCIO
DATE: 05/08/2024
TIME: 14:00
LOCAL: Webconferência
TITLE:

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KEY WORDS:

Educational psychology. Initial teacher training. Research and training.

PAGES: 169
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

In the context of teacher training, becoming a teacher is both a social and subjective process, which takes place through practice and reflection on that practice. In this process, Educational Psychology is one of the foundations of training which, together with other fields of knowledge, provides future teachers with theoretical and practical support to work in different educational contexts. In this sense, this research aims to analyze the repercussions of teaching Educational Psychology on conceptions about teaching and teaching in initial teacher training courses. The research constructs come from Cultural-Historical Psychology and the available literature on the teaching of Educational Psychology in teacher training. In turn, the theoretical-methodological assumptions are based on the principles of research-training, seeking to integrate the educational process with scientific research from a reflective and transformative perspective. The research is characterized as qualitative, collaborative in nature, and used as a methodological procedure the realization of reflective groups in Educational Psychology classes of two undergraduate courses, through the experience of the researcher in the context of Assisted Teaching. The results were analyzed using Content Analysis and show that: (1) the reflective groups played a crucial role in the construction of reflections on teaching and teaching in a way that was linked to the students' personal experiences and stories; (2) the contact with the history of Psychology as a science and its insertion in education, together with the emphasis on the affective and aesthetic dimension in the education of children and adolescents, led to the broadening of interpretative horizons about educational practices, the teaching and learning process and teaching attitudes; (3) getting closer to the reality of teaching in Basic Education, through reflections on experiences and practices linked to teaching, through case studies, songs, excerpts from books, classroom reports and images, were fundamental to the students' re-significations of teaching and teaching; and (4) understanding the importance of a teaching praxis that is sensitive and welcoming to the singularities of students in the context of teaching Educational Psychology. The conclusion is that Educational Psychology in initial teacher training contributes, through its theoretical and methodological bases, to re-signifying students' conceptions of teaching and to building knowledge that enables them to understand teaching in its professional and transformative dimension.

COMMITTEE MEMBERS:
Interna - 2621064 - CYNARA TEIXEIRA RIBEIRO
Externa à Instituição - DANIELLE OLIVEIRA DA NÓBREGA - UFAL
Interna - 3465197 - ELDA SILVA DO NASCIMENTO MELO