| dc.contributor | Cavalcante, Ilane Ferreira | |
| dc.contributor | http://lattes.cnpq.br/7082961004575723 | |
| dc.contributor | Carvalho, Eul?lia Raquel Gusmao Neto | |
| dc.contributor | http://lattes.cnpq.br/8242989320965827 | |
| dc.contributor | Silva, Francisco Canind? da | |
| dc.contributor | http://lattes.cnpq.br/2648756864112363 | |
| dc.contributor | Henrique, Ana L?cia Sarmento | |
| dc.contributor | http://lattes.cnpq.br/0475297305451211 | |
| dc.contributor | Cavalcante, Ilane Ferreira | |
| dc.contributor | http://lattes.cnpq.br/7082961004575723 | |
| dc.creator | Morais, Jaci?ria de Medeiros | |
| dc.date | 2017-11-24T19:22:55Z | |
| dc.date | 2017-11-24T19:22:55Z | |
| dc.date | 2017-08-31 | |
| dc.date.accessioned | 2023-09-27T14:20:00Z | |
| dc.date.available | 2023-09-27T14:20:00Z | |
| dc.identifier | MORAIS, Jaci?ria de Medeiros . A forma??o de professores para a educa??o profissional: investigando as pr?ticas docentes no curso de licenciatura em qu?mica no IFRN Campus Ipangua?u. 2017. 152 f. Disserta??o (Mestrado Acad?mico em Educa??o Profissional) - Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte, Natal, 2017. | |
| dc.identifier | http://memoria.ifrn.edu.br/handle/1044/1399 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8920943 | |
| dc.description | The teachers? training for professional education (EP) is a field that presents discontinuity in front of the policies of teacher training, being characterized by emergencyand special programs, which make times and spaces of its realization flexible. Considering that Federal Institutes, socially acknowledged in the offer of professional education, and that also assume the responsibility in developing teacher training, we situate the reflections of this research, which aims to analyze, from the view of teachers, the Chemistry Degree of Instituto de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (FRN) Ipangua?u Campus in relation to the development of teacher training with orientation to professional education. This study is based on the conceptions and practices of the qualitative approach of research; it was developed by means of a bibliographic, documental and field research. As data collection technique, it was used a semi structured interview with 05 professors of the Chemistry Degree of IFRN Ipangua?u Campus. The systematization of the documental research discourses and interviews were up to the method of Textual Discursive Analysis. The theoretical discussions were based on authors like: N?voa (1992; 1997), Sch?n (1997, 2000), Alarc?o (2001), Saviani (2009), Pimenta (2008, 2012), Contreras (2012), contributing for the historical delineation and teachers? training perspectives; Moura (2007), Ara?jo and Rodrigues (2011), Machado (2008, 2013), Kuenzer (2011, 2013), Oliveira (2013), systematizing the discussions of Teachers? Training for Professional Education (FORPROFEP). In front of the theoretical discussions, documental analysis and awareness of the pedagogical practices from the professors interviewed, it can be seen that the Chemistry Degree of IFRN Ipangua?u Campus does not direct pedagogical practices to the specificities of EP. In the national and institutional orientations of teacher training there is no systematization for FORPROFEP, the teachers? pedagogical practices presented elements of: content contextualization; bibliographical researches; teaching internship; knowledge integration; humanist attitudes in the relation with the students and development of projects. It can be concluded that those practices can be development in the sense of legitimating a beginner training for professional education insofar as they are also directed to research, reflection and integration of the graduating students in the spaces of teaching performances in professional education. | |
| dc.description | A forma??o de professores para a educa??o profissional (EP) ? uma ?rea que apresenta descontinuidade diante das pol?ticas de forma??o docente, sendo caracterizada por programas emergenciais e especiais, que flexibilizam os tempos e os espa?os de sua realiza??o. Considerando que os Institutos Federais, socialmente reconhecidos na oferta de educa??o profissional, e que tamb?m assumem a responsabilidade em desenvolver forma??o de professores, situam-se as reflex?es desta pesquisa, que tem como objetivo analisar, a partir da vis?o dos docentes, a Licenciatura em Qu?mica do Instituto de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) Campus Ipangua?u em rela??o ao desenvolvimento da forma??o de professores com orienta??o para a EP. Este estudo se pauta nas concep??es e nas pr?ticas da abordagem qualitativa de pesquisa, foi desenvolvido por meio de pesquisa bibliogr?fica, documental e de campo. Como t?cnica de coleta de dados foi utilizada a entrevista semiestruturada com 05 professores da Licenciatura em Qu?mica do IFRN Campus Ipangua?u. A sistematiza??o dos discursos da pesquisa documental e das entrevistas ficou a crit?rio do m?todo de An?lise Discursiva Textual. As discuss?es te?ricas foram pautadas em autores como: N?voa (1992; 1997), Sch?n (1997, 2000), Alarc?o (2001), Saviani (2009), Pimenta (2008, 2012), Contreras (2012), contribuindo para o delineamento hist?rico e de perspectivas da forma??o de professores; Moura (2007), Ara?jo e Rodrigues (2011), Machado (2008, 2013), Kuenzer (2011, 2013), Oliveira (2013), sistematizando as discuss?es da Forma??o de Professores para a Educa??o Profissional (FORPROFEP). Diante das discuss?es te?ricas, da an?lise documental e dos conhecimentos das pr?ticas pedag?gicas dos professores entrevistados, pode-se constatar que a Licenciatura em Qu?mica do IFRN-Campus Ipangua?u n?o direciona pr?ticas pedag?gicas ?s especificidades da EP. Nas orienta??es nacionais e institucionais de forma??o de professores h? aus?ncia de sistematiza??o para a FORPROFEP, as pr?ticas pedag?gicas docentes apresentaram elementos de: contextualiza??o do conte?do; pesquisas bibliogr?ficas, est?gio docente; integra??o dos conhecimentos; atitudes humanistas na rela??o com o aluno e desenvolvimento de projetos. Conclui-se que essas pr?ticas podem ser desenvolvidas no sentido de legitimar uma forma??o inicial para EP na medida em que sejam tamb?m direcionadas ? pesquisa, ? reflex?o e ? integra??o dos licenciandos nos espa?os de atua??o docente na EP. | |
| dc.language | por | |
| dc.publisher | Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte | |
| dc.publisher | Brasil | |
| dc.publisher | Natal - Central | |
| dc.publisher | Mestrado Acad?mico em Educa??o Profissional | |
| dc.publisher | Mestrado Acad?mico em Educa??o Profissional | |
| dc.publisher | IFRN | |
| dc.rights | Acesso Aberto | |
| dc.subject | Educa??o Profissional | |
| dc.subject | Forma??o de professores | |
| dc.subject | Pr?ticas Pedag?gicas | |
| dc.subject | Quimica- Licenciatura | |
| dc.subject | Professional Education | |
| dc.subject | Teachers? training | |
| dc.subject | Pedagogical Practices | |
| dc.subject | Chemistry- Degree | |
| dc.subject | Educa??o | |
| dc.title | A forma??o de professores para a educa??o profissional: investigando as pr?ticas docentes no curso de Licenciatura em Qu?mica no IFRN campus Ipangua?u | |
| dc.type | Disserta??o | |
