Banca de DEFESA: FRANKLIN KAIC DUTRA PEREIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : FRANKLIN KAIC DUTRA PEREIRA
DATA : 26/08/2019
HORA: 16:00
LOCAL: Sala 51 - CCET
TÍTULO:

ADVENTURES OF SELF-TELLING: OWN WRITING AND TEACHER EDUCATION FOR DISTANCE CHEMISTRY

PALAVRAS-CHAVES:

(Auto)Biographical Narratives. Training teachers of chemistry. Distance education. Memorials. Teacher identity.

PÁGINAS: 200
GRANDE ÁREA: Ciências Exatas e da Terra
ÁREA: Química
RESUMO:

The implications of the (auto)biographical narratives to the inicial training courses for teachers of Chemistry is the subject still little discussed in Brazil, especially when it comes to courses in distance mode. From this, in this thesis we aim to characterize the process of constitution of the teacher identity of students of Chemistry Teacher Degree in at a distance from the UFRN, through the analysis of his (auto)biographical narratives in memorials. To this end, we have adopted as the theoretical thought of authors about teacher training (PIMENTA, 2012; PIMENTA; LIMA, 2017; CARVALHO; GIL-PEREZ, 2012; MALDANER, 2000), narratives (auto)Biographical  (SOUZA, 2006; PASSEGGI, 2008; NÓVOA, 1995, 2010; JOSSO, 2010; PINEAU, 2002, 2004) and knowledge teachers (TARDIF, 2014). From the methodological point of view, we performed a qualitative research, descriptive and type from the interpretativista paradigm. For the production of data, we carried out the documentary analysis of 16 (sixteen) memorials from polo to Nova Cruz/RN, using content analysis as a strategy for data categorization. From such procedures, we got the three axes of analysis, namely: 1. From wanting to being: the paths to become professor of chemistry from EaD; 2. How do we become teachers of Chemistry: difficulties, adaptations and stays in the long-distance education; 3. "Talk about internship is reliving my classroom experience" - the adventures in schools. The analysis of the derived categories of these axes, respectively, revealed that the social contexts and personal factors interfered directly in the choice of the course and in the definition of the mode of teaching; distance education democratized, on the one hand, access to higher education, but, on the other, pointed challenges for the permanence of students due to the need to adapt to new procedures and the difficulties of infrastructure; the supervised internship opportunities enabled the encounter with the beliefs about the school and the challenges of teaching-learning process, as well as stressed the importance of the teacher-developer reference in the approximation to reality Professional. Thus, we conclude that the Act of narrating(if) enabled the recognition of nuances of teacher education of chemistry in the distance, allowed to understand the teaching identity as a permanent building process and behaved resignification of knowledge acquired in the ttraining path.

 

MEMBROS DA BANCA:
Presidente - 2525587 - CARLOS NECO DA SILVA JUNIOR
Interna - 3315007 - LILIANE DOS SANTOS GUTIERRE
Externo ao Programa - 1138433 - LUIZ ALBERTO DA SILVA JUNIOR
Externo à Instituição - ALESSANDRO CURY SOARES - UFCA
Externo à Instituição - ÂNGELA CRISTINA ALVES ALBINO - UFPB