Navegando por Autor "Barros, Gisele Kelly da Silva"

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A Constituição de uma professora emancipadadora no ensino de ciências
(Universidade do Estado do Amazonas, 2018-12-05) Barros, Gisele Kelly da Silva; Costa, Mônica de Oliveira; Oliveira, Ethel Silva de; Oliveira, Caroline Barroncas de
This monograph entitled "The constitution of an emancipating teacher in Science Teaching" is the work of completing the course of Pedagogy of the University of the State of Amazonas (UEA). It is set in a resumption of the course lived in elementary school, high school, university (monitoring, PIBID, some disciplines, monitoring, internship), intertwined by situations considered relevant for the choice of teaching as a profession and emancipation as a constituent element of the Teaching of Sciences, that is, the reflection articulates lived experiences that made possible the formation of an emancipating teacher in Science Teaching. In this way, the overall objective that the author in the course of the research was: to understand from the life experiences, the contours of a teaching practice in the Teaching of Sciences for the emancipation of the subject; the specific objectives were: to narrate episodes of school and academic life that portray experiences for the constitution of teaching; to understand in what ways the experiences lived in the school and academic life made possible a formation for the emancipation in the Teaching of Sciences; to identify the confrontations and possibilities that permeate the formation / performance of an emancipating teacher in Science Teaching. Believing that the experiences lived since the initial period of the educational process are present in the life of the education professional, including that the reminiscing practice allows the interaction between the past and the present, the Autobiographic Method was chosen because it was considered more appropriate for the work with the rescue of memories, trying to establish a relation of this practice with the authors approached. It was understood that the formative knowledge intertwined with the daily experiences, mobilized to understand Science Teaching as precursor of emancipation. In this proposal of remembrance it was possible to (re) discover a formation for the teaching exercise capable of promoting a critical and reflexive education to the students.