Banca de DEFESA: SHEYLA CHARLYSE RODRIGUES DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : SHEYLA CHARLYSE RODRIGUES DE OLIVEIRA
DATA : 22/07/2016
HORA: 14:00
LOCAL: Auditório I - NEPSA II
TÍTULO:

Em elaboração. 

PALAVRAS-CHAVES:

Teacher training. Teaching/ learning in Sociology. Social Representations.

PÁGINAS: 231
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The effective presence of the Sociology as a class in the basic education, in the province of Rio Grande do Norte, is related to the obligation arising from the 2008‟s law. The intermittence preceding this period caused, in the degree in Social Sciences at UFRN, as well as in the degree from other IES, certain gap between the real basic education and the training path perpetrated in the academic environment, directly interfering on the conceptions of teaching/learning erected by teachers. With the intent to relate the knowledge learned through the initial training and to the conceptions of teaching and learning in Sociology at the elementary school, we investigated 21 teachers of this course, who work in the public education system of the city of Natal, regarding their representations related to teaching and learning Sociology. On this way, we did an evaluation of the curriculum structure of the degree in Social Sciences at UFRN, which is the training mainstay of the investigated subjects, besides the analysis of the elements that structured the central core of the teaching and learning representations. For that, as methodological approach, we used the Technique of Free Association of Words (TALP), semi-structured interviews and observations with field journal, in addition to the Social Representation Theory (SRT), Content Analysis and Structural Approach as the main analytical references. Thus, we are guided primarily by teacher training, relations of teaching/learning and social representations, conceptual dimensions pursued in this research, aiming to highlight the relational character between them, comprising the formative path as crucial to the relations of the educational process and to the representational elaborations. The data, on this way, show that the representations of Sociology teachers about the teaching and the learning of the course are organized around a position of criticism and unveiling of social relations, but also they are structured from the imperative of the objective reality and from any problem that comes from this. The transformation and social interventions speech through the course is recurrent where it is assigned a monumental paper on the conditions under which it is operated in the basic school. The teaching representations about the teaching/learning in Sociology, therefore, are anchored in a committed practice to a social intervention that seems to be the prerogative only of this course, issues to support the discussions in the formulation/reformulation of the curricula that make these teachers, so that place them in the reality of teaching/learning sociological seeking greater consonance between the initial training and teaching practice.

MEMBROS DA BANCA:
Interno - 926826 - ADIR LUIZ FERREIRA
Externo à Instituição - AMURABI PEREIRA DE OLIVEIRA - UFSC
Presidente - 3465197 - ELDA SILVA DO NASCIMENTO MELO
Externo à Instituição - GEOVANIA DA SILVA TOSCANO - UFPB
Interno - 1149636 - MOISES DOMINGOS SOBRINHO