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Formação inicial de professores no ensino superior : estratégias didático-pedagógicas interdisciplinares
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Abstract(s)
Este trabalho investiga as estratégias didático pedagógicas utilizadas na formação inicial de professores. Em paralelo, identifica se essas estratégias apresentam uma perspectiva interdisciplinar. A pesquisa foi realizada em um ISE, localizado na cidade de São Paulo, em um curso de pedagogia. Dada as características da pesquisa, optou-se por uma metodologia qualitativa, um estudo de caso etnográfico. Foram observadas as aulas de três componentes curriculares específicos, e aplicados 38 questionários para os estudantes do último semestre do curso. Os dados receberam primeiro uma organização quantitativa, e posteriormente, uma análise qualitativa. Pelo instrumento guião questionário, os alunos escolheram quais estratégias didático pedagógicas facilitam melhores aprendizagens, e justificaram as respostas dadas. Na grelha de observação das aulas foram registradas as estratégias didático pedagógicas utilizadas pelos professores e a interação dos alunos frente às estratégias. Os dados obtidos com o questionário indicam quais estratégias os estudantes preferem e as justificativas mostram a relação existente entre estratégia e aprendizagem. Os dados registrados na grelha de observação mostram que os professores não utilizam, intencionalmente, estratégias didático pedagógicas interdisciplinares, mas no diálogo entre aluno e formador, há evidências que os futuros professores, esponteaneamente, estabelecem relações não sistematizadas, com conhecimentos já desenvolvidos pela disciplina.
The current work investigates pedagogical didactic strategies used in initial stages of teacher degree. In parallel, it identifies whether these strategies present an interdisciplinary perspective. The research was carried out in a Pedagogy Course from a College located in Sao Paulo city. Given the research characteristics, a qualitative methodology was chosen, namely an ethnographic case study. Three different classes from three different subjects were observed and 38 questionnaires were applied to students in their last term. The data were submitted first to a quantitative organization and further to a qualitative analysis. Through the questionnaire instrument, the students chose which pedagogical didactic strategies facilitate the learning process and justified their answers. In the class observation form, students registered the pedagogical didactic strategies used by teachers as well as the interaction of students to these strategies. The data obtained with the questionnaire indicate which strategies students prefer and the justifications show the relation between strategy and learning. The data recorded in the observation grid show that teachers do not intentionally use interdisciplinary pedagogical didactic strategies, but in the dialogue between student and teacher, there is evidence that future teachers spontaneously establish non systemic relations to previous knowledge already addressed by the discipline.
The current work investigates pedagogical didactic strategies used in initial stages of teacher degree. In parallel, it identifies whether these strategies present an interdisciplinary perspective. The research was carried out in a Pedagogy Course from a College located in Sao Paulo city. Given the research characteristics, a qualitative methodology was chosen, namely an ethnographic case study. Three different classes from three different subjects were observed and 38 questionnaires were applied to students in their last term. The data were submitted first to a quantitative organization and further to a qualitative analysis. Through the questionnaire instrument, the students chose which pedagogical didactic strategies facilitate the learning process and justified their answers. In the class observation form, students registered the pedagogical didactic strategies used by teachers as well as the interaction of students to these strategies. The data obtained with the questionnaire indicate which strategies students prefer and the justifications show the relation between strategy and learning. The data recorded in the observation grid show that teachers do not intentionally use interdisciplinary pedagogical didactic strategies, but in the dialogue between student and teacher, there is evidence that future teachers spontaneously establish non systemic relations to previous knowledge already addressed by the discipline.
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Keywords
Interdisciplinaridade Formação de professores Ensino superior Estratégias de aprendizagem Questionários Análise quantitativa Análise qualitativa Interdisciplinary perspective Didactic strategies Disciplinary relations
Citation
Ferreira, Maria Estela Lacerda - Formação inicial de professores no ensino superior [Em linha] : estratégias didático-pedagógicas interdisciplinares. [S.l.]: [s.n.], 2019. 140 p.