Banca de DEFESA: EDILENE CONCEIÇÃO DE MELO MARQUES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : EDILENE CONCEIÇÃO DE MELO MARQUES
DATE: 26/08/2021
TIME: 14:00
LOCAL: https://meet.google.com/zmp-rzad-trz
TITLE:

CONTRIBUTIONS FROM PEDAGOGIA HISTÓRICO-CRÍTICA WITHIN THE TEACHER TRAINING, FOR SCIENCES TEACHING IN CHILDHOOD EDUCATION

KEY WORDS:

Historical-Critical Pedagogy. Science Teaching. Early Childhood Education.

PAGES: 112
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research is the result of the approaches between Science Teaching and Pedagogia Histórico-Crítica perceived by the author as a Master's student at the Federal University of Alagoas. Its main objective is to analyze the possibilities and limits of the contribution of Historical-Critical Pedagogy to the continued formation of teachers of Early Childhood Education, with a view to teaching science in pre-school. It is a qualitative study with an action-research approach, using structured and semi-structured interviews as data collection tools. The analysis of content is based on Lüdke and André (1986), with the intention of, when treating the data obtained, answering the central question of the present study: A continuous and distance learning, would be able to contribute to the necessary training/improvement of teachers in order to manifest the intention of deepening the knowledge about PHC, perhaps basing its pedagogical performance in Early Childhood Education on this theory? The theoretical framework is based on the formulations of historical-critical pedagogy and historical-cultural psychology, especially in the following productions: Carvalho (2014); Duarte (2015); Gama (2015; 2020); Lazaretti (2016); Marsiglia (2009; 2011); Martins e Duarte (2010); Pasqualini (2006; 2011; 2016); Saviani (2003; 2019); and Vigotski (2018). To achieve the proposed objective we will carry out the following methodological procedures: 1) diagnostic evaluation on the eventual previous knowledge of the teachers in relation to the research theme; 2) accomplishment of a minicourse of continuous formation on the research theme; 3) procedural evaluation that will happen during the extension course and with the use of a final questionnaire, and 4) analysis of the obtained results. It is expected that the continuous formation, based on the historical-critical Pedagogy, will provide practices of overcoming empiricism and made possible by voluntary and conscious pedagogical practices, making possible a process of construction of the valorization of the human being, being built from mediation with dialogicity.

BANKING MEMBERS:
Presidente - 2955864 - CAROLINA NOZELLA GAMA
Interna - 2327817 - SILVANA PAULINA DE SOUZA
Externo à Instituição - HÉLIO DA SILVA MESSEDER NETO - UFBA