Ensinar e uma atividade inerente a condicao humana. Historicamente, a partir da institucionalizacao do ensino, o papel privilegiado para exercer essa atividade tem sido atribuido ao professor, o qual se ve obrigado a adequar-se as... more
Ensinar e uma atividade inerente a condicao humana. Historicamente, a partir da institucionalizacao do ensino, o papel privilegiado para exercer essa atividade tem sido atribuido ao professor, o qual se ve obrigado a adequar-se as demandas de cada conjuntura historica. Atualmente, de acordo com as novas exigencias paradigmaticas, esse precisa ser portador de competencias diversas, para dar conta da complexidade e desafios do ato de ensinar. Partindo do pressuposto da existencia de um descompasso entre o que o Estado e o discurso cientifico receituam para a acao do professor em sala de aula, decidiu-se identificar a configuracao e estrutura da representacao social do ato de ensinar, construida pelos professores do ensino fundamental da rede publica estadual de Natal/RN. Para tanto, a pesquisa apoiou-se no modelo teorico desenvolvido por Domingos Sobrinho (1998; 2000; 2003), que articula a praxiologia de Pierre Bourdieu com a teoria das representacoes sociais de Serge Moscovici (1978)...
A Base Nacional Comum Curricular (BNCC) foi instituída com o objetivo de difundir conteúdos basilares para toda a Educação Básica brasileira, buscando o alcance da meta que prevê a aprendizagem com qualidade para as crianças de todo o... more
A Base Nacional Comum Curricular (BNCC) foi instituída com o objetivo de difundir conteúdos basilares para toda a Educação Básica brasileira, buscando o alcance da meta que prevê a aprendizagem com qualidade para as crianças de todo o país e a superação dos baixos índices nas avaliações nacionais e internacionais. Diante desse cenário, esse artigo traz debates de uma pesquisa quanti-qualitativa de abordagem psicossocial pautada na Teoria das Representações Sociais (TRS), realizada em 2019, tendo como objetivo refletir sobre a representação social que professores da rede básica de uma escola pública de ensino em Natal/Rio Grande do Norte têm sobre a BNCC. Por meio da estratégia metodológica da Técnica de Associação Livre de Palavra (TALP), buscou-se investigar os fios que entrelaçam as concepções desses professores(as), levantando as seguintes questões: Como esses professores(as) a partir das suas experiências com a docência, entendem a BNCC? Como está acontecendo a implementação da ...
This study is part of the master’s dissertation entitled “The social representation of interns of the Education course about teaching” presented to the postgraduate program in Education of the Federal University of Rio Grande do Norte... more
This study is part of the master’s dissertation entitled “The social representation of interns of the Education course about teaching” presented to the postgraduate program in Education of the Federal University of Rio Grande do Norte (UFRN). The research seeks to identify the social representation of interns of the Education course at UERN about teaching. We present the results of the evaluation of the TALP (Free Word Association Technique), analyzed in the light of the Theory of Social Representations (MOSCOVICI, 1978) and the Central Nucleus Theory (ABRIC, 1998) with the help of EVOC software and the technique of content analysis (BARDIN, 2011) that allowed us to visualize the central nucleus of the social representation of teaching. The results contemplate regularities that helped us to perceive that the subjects of the research construct a social representation of teaching, rooted in the central elements as: love, dedication, teaching and learning.
The most important and highest-level cognitive process on computational thought is the abstraction one. A new regulating norm of the school curriculum in Brazil evokes the more diverse skills, which the adoption of communication and... more
The most important and highest-level cognitive process on computational thought is the abstraction one. A new regulating norm of the school curriculum in Brazil evokes the more diverse skills, which the adoption of communication and information technologies makes available in the educational process of computational thinking and its dominion on part of the students. This study aimed to clear this configuration in basic education, while taking the demands resulting from the National Common Curricular Basis and computational thinking into account in order to attain the proposed skills. Following up this perspective, we accomplished a bibliographical and documental review which led us into perceiving the computational thinking in the curricular and school environment. In accordance with the research, we then observed there is an appropriate moment in Brazilian education, inclusively of legal order, to work out the computational thinking at school towards allowing the construction of a logical, articulated, systematized and abstract thinking, capable of contributing to the growth of both competencies developed by means of learning to learn, the conscious use and integration and the reflexive forms of the apprehended contents and applied to various daily situations of Brazilian schools.
The most important and highest-level cognitive process on computational thought is the abstraction one. A new regulating norm of the school curriculum in Brazil evokes the more diverse skills, which the adoption of communication and... more
The most important and highest-level cognitive process on computational thought is the abstraction one. A new regulating norm of the school curriculum in Brazil evokes the more diverse skills, which the adoption of communication and information technologies makes available in the educational process of computational thinking and its dominion on part of the students. This study aimed to clear this configuration in basic education, while taking the demands resulting from the National Common Curricular Basis and computational thinking into account in order to attain the proposed skills. Following up this perspective, we accomplished a bibliographical and documental review which led us into perceiving the computational thinking in the curricular and school environment. In accordance with the research, we then observed there is an appropriate moment in Brazilian education, inclusively of legal order, to work out the computational thinking at school towards allowing the construction of a ...
Vocational and Technological Education - EPT, in Brazil, is mainly allocated to the Federal Institutes of Education, Science and Technology. However, some teachers who work in this type of teaching do not have pedagogical training to... more
Vocational and Technological Education - EPT, in Brazil, is mainly allocated to the Federal Institutes of Education, Science and Technology. However, some teachers who work in this type of teaching do not have pedagogical training to teach classes in technical education integrated to high school, despite having consistent training in their areas of knowledge. Given this reality, the need for initial and continuing teacher education of teachers working in EFA has been increasing in the host of these institutions and raising academic debates on the subject. As a way to contribute to this theme, this research aimed to investigate the pedagogical formation of teachers from the Federal Institute of Education, Science and Technology of Paraíba - IFPB and to understand their social representations about teacher education. The theoretical-methodological path that underpinned this research was the precepts about the Theory of Social Representations of Moscovici (1978; 2015) and other authors...
A presença hodierna da Sociologia na educação básica brasileira é um elemento novo para os sujeitos a ela relacionados e, para o grupo de licenciando(a)s do curso de Ciências Sociais da Universidade Federal do Rio Grande do Norte (UFRN),... more
A presença hodierna da Sociologia na educação básica brasileira é um elemento novo para os sujeitos a ela relacionados e, para o grupo de licenciando(a)s do curso de Ciências Sociais da Universidade Federal do Rio Grande do Norte (UFRN), a situação não é diferente. Com o intuito de compreender como os elementos apreendidos durante a formação inicial de professores influenciam o processo de construção identitária, investigou-se as representações sociais acerca da identidade docente, buscando compreender como estes sujeitos representam os professores de Sociologia. Para tanto, procedeu-se uma comparação entre os elementos que compuseram os núcleos centrais das representações sociais dos licenciandos ingressantes e dos estagiários do referido curso. Adotou-se a Teoria das Representações Sociais e a Abordagem Estrutural como aporte teórico e da Técnica de Associação Livre de Palavras como recurso metodológico. Ao se proceder a análise dos dados obtidos durante a pesquisa, tornou-se evid...
Research Interests:
RESUMO Este artigo é uma reflexão teórica, que objetiva discutir sobre o grupo focal enquanto aporte metodológico válido para pesquisas com a Teoria das Representações Sociais - TRS. Tem como argumento central a afirmação de que o grupo... more
RESUMO Este artigo é uma reflexão teórica, que objetiva discutir sobre o grupo focal enquanto aporte metodológico válido para pesquisas com a Teoria das Representações Sociais - TRS. Tem como argumento central a afirmação de que o grupo focal é uma técnica de produção de dados profícua em estudos que enfoquem o contexto grupal e os movimentos de constituição das representações sociais, uma vez que pode evidenciar tal processo e sua sociogênese. Para tanto, discute-se a TRS, enfatizando seu caráter psicossocial e sua base sociogenética e, em seguida, aborda-se a estratégia do grupo focal em pesquisas com a TRS. Conclui-se que o cenário de comunicações e interações proporcionado pelo grupo focal cria oportunidades de acesso às representações sociais e aos elementos e processos grupais que as constituem, favorecendo em especial investigações sobre suas características sociogenéticas.
Sistema de Gerenciamento de Conferências (OCS), V CONNEPI - 2010. ...
Projects for implementing Information Technology in Teaching (ITE) do not achieve the expected success because they concentrate all the effort on specific elements, not focusing on a systemic view that enables to enhance the use of that... more
Projects for implementing Information Technology in Teaching (ITE) do not achieve the expected success because they concentrate all the effort on specific elements, not focusing on a systemic view that enables to enhance the use of that technology. The goal of this paper is to propose a systemic approach that covers multiple dimensions and enables a successful implementation of information and communication technologies in educational scenario. By combining emerging teaching technologies to coherent didactic strategies, having an appropriate technological infrastructure as support, we will create the necessary lócus to perform a meaningful learning experience. The necessity of attributing meaning to educational innovation, beyond the simple instrumental training, reinforces the dimensional interdependence proposed in this paper.
Research Interests:
In our modern society it is no longer possible to think of a teaching focused exclusively on the teacher figure, once considered the sole holder of the knowledge. The teaching-learning process must be something dynamic that structures,... more
In our modern society it is no longer possible to think of a teaching focused exclusively on the teacher figure, once considered the sole holder of the knowledge. The teaching-learning process must be something dynamic that structures, but that is also structured according to the relations which are forged in its developing. So, tools as the modeling softwares appear to optimize, improve and help this process. In this perspective, this work has as its goal to wonder about the conjunctural changes which have caused the teachers to adopt new attitudes in order to achieve a better development of the teaching-learning process. As in consequence of these changes, the teachers are pushed to adopt new ways in their teaching, which, in turn, foster the usage of the new technologies, whose contributions are undeniable, specially in the Chemistry field. However, due to the lack of training, the fear of changes and the very fast way these changes have occured, the teachers of the mentioned dis...
Research Interests:
This paper presents a preliminary discussion of the possibilities and limitations of Massive Open Online Courses (MOOC), a model of an online course whose contents are open and freely offered over the internet to anyone and anywhere. The... more
This paper presents a preliminary discussion of the possibilities and limitations of Massive Open Online Courses (MOOC), a model of an online course whose contents are open and freely offered over the internet to anyone and anywhere. The main characteristic of this model is to allow an active engagement of tens or hundreds of thousands of students who self organize their own participation according to their goals, background, abilities and common interest. Advances in studies about Web Semantics and Adaptive Learning Systems are examples of research results in some of the various research areas of Computing in Education which are still incipient in MOOCs.
Research Interests:
In our modern society it is no longer possible to think of a teaching focused exclusively on the teacher figure, once considered the sole holder of the knowledge. The teaching-learning process must be something dynamic that structures,... more
In our modern society it is no longer possible to think of a teaching focused exclusively on the teacher figure, once considered the sole holder of the knowledge. The teaching-learning process must be something dynamic that structures, but that is also structured according to the relations which are forged in its developing. So, tools as the modeling softwares appear to optimize, improve and help this process. In this perspective, this work has as its goal to wonder about the conjunctural changes which have caused the teachers to adopt new attitudes in order to achieve a better development of the teaching-learning process. As in consequence of these changes, the teachers are pushed to adopt new ways in their teaching, which, in turn, foster the usage of the new technologies, whose contributions are undeniable, specially in the Chemistry field. However, due to the lack of training, the fear of changes and the very fast way these changes have occured, the teachers of the mentioned discipline have built a social representation of the usage of the new technologies, notably, of the modeling softwares, which have at least turned the informatization process of the teaching of Chemistry slower and more confusing. Thus, we believe in the relevance of this work, since this discussion can make us understand how the teachers of Chemistry can use the new technologies in a critical way, enhancing their experience.