A relação teoria e prática no processo de formação docente

Pacheco, Willyan Ramon de Souza; Barbosa, João Paulo Da Silva; Fernandes, Dorgival Gonçalves

doi:10.24219/rpi.v2i2.380

Cited by 2 publications

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“…In order for an integration between traditional and practical classes to be possible, it is necessary for the teacher to develop his / her knowledge in this sense, putting the learned content added to different practices (PACHECO et al, 2017). There may be an absence of interest among teachers, based on many different factors (which are not the focus of this work), in order to be updated and to seek new and different ways of teaching the necessary content for a given class (SANTOS et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Practical Experiences in a Classroom as a Learning Aid in the Component Mineral Concentration in a Mining Course of the Federal Institute of Amapá, Brazil

Dantas¹,

Fecury²,

Oliveira³

et al. 2018

Revista Científica Multidisciplinar Núcleo do Conhecimento

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The education has been developed with a content and disconnected logic, without a direct relation with the social environment. The new methodologies of education should make a relation between what is learned in the classroom and what the student experiences in his daily life. Constructing a technical high school where the theory and practice are interconnected would probably generate a greater understanding on the part of the students and a greater insertion in the labor market in the chosen área. This work aims to verify if practical experiences in the classroom help the learning in the component Mineral Concentration in a regular mining course of the Federal Institute of Amapá. Theoretical and practical classes of the same content were given in identical and compared classes. There seems to be a learning in both ways of teaching, according to the results obtained. Traditional learning seems to arouse less interest than the (practical) differential, making it appear that there was greater retention of knowledge due to lower error rate. It seems that allying traditional to practical teaching would improve the learning rate in the Mineral Concentration component of the Federal Institute of Amapá.

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Section: Introductionmentioning

confidence: 99%

Practical Experiences in a Classroom as a Learning Aid in the Component Mineral Concentration in a Mining Course of the Federal Institute of Amapá, Brazil

Dantas¹,

Fecury²,

Oliveira³

et al. 2018

Revista Científica Multidisciplinar Núcleo do Conhecimento

View full text Add to dashboard Cite

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Formação inicial de docentes: vivências durante Programa Residência Pedagógica em uma escola estadual na cidade de Teresina-PI

Cardoso

2024

EnPe

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O presente trabalho tem o propósito de apresentar as experiências vivenciadas durante o Programa Residência Pedagógica (PRP) com foco em discutir a formação inicial de professores juntamente com a socialização de práticas pedagógicas no ensino de Geografia durante os 12 primeiros meses. Nesse sentido, abordam-se as vivências em uma escola estadual na cidade de Teresina-PI evidenciando a relevância do programa para a prática docente, dialogando sobre o processo de formação de professores e a articulação entre teoria e prática. A metodologia contemplada para esse estudo tem abordagem qualitativa, tendo como procedimento metodológico o relato de experiência, pesquisa bibliográfica visando compor a fundamentação teórica e pesquisa documental com consulta a BNCC com foco no currículo de Geografia. Conclui-se que os resultados foram satisfatórios, demonstrando a contribuição significativa do programa para os licenciandos, durante a formação de docentes, com o aprimoramento e desenvolvimento de habilidades e competências referentes à docência.

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A relação teoria e prática no processo de formação docente

Abstract: RESUMO As relações teóricas e práticas que circundam o processo de formação docente são pautas de vários estudos na contemporaneidade. A prática que é desenvolvida de modo a relacionar os saberes epistemológicos apreendidos e as experiências vivenciadas no

Cited by 2 publications

References 1 publication

Practical Experiences in a Classroom as a Learning Aid in the Component Mineral Concentration in a Mining Course of the Federal Institute of Amapá, Brazil

Practical Experiences in a Classroom as a Learning Aid in the Component Mineral Concentration in a Mining Course of the Federal Institute of Amapá, Brazil

Formação inicial de docentes: vivências durante Programa Residência Pedagógica em uma escola estadual na cidade de Teresina-PI

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