Saberes docentes como articuladores do diálogo entre teoria e prática no ensino médio

• Ano de defesa: 2012
• Autor(a) principal: Almeida, Maria Claudice Rocha
• Orientador(a): Silva, Veleida Anahí da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: BR
• Palavras-chave em Português: Saberes docentes; Ensino médio; Reformas curriculares; Práticas pedagógicas
• Palavras-chave em Inglês: Teacher knowledge; High school; Curricular reform; Pedagogical practices
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4653

This research analyzes the concepts that underly teaching practices and teachers' knowledge of the disciplines that comprise the high school curriculum. As central question: is there a theory of knowledge built by teachers from the knowledge of experience, consciously or unconsciously? This is a qualitative and quantitative research characterized as descriptive that sought to reveal how teachers construct their knowledge. The theoretical basis was described from two units of analysis: Curriculum Reform in Secondary Education and the Knowledge of Teaching Focusing on knowledge, skills and attitudes mobilized in pedagogical practice. Most of respondents show that plan reagarding disciplinary knowledge and the reality of the students. Regarding the relevance for teaching practice, the same number chose the conjuncture of knowledge and disciplinary knowledge. They construct pedagogical action from the reading of general training, and specific, experiences. They call themselves reflective teachers in order to improve processing. They consider relevant to improve the quality of secondary education, change pre-service training, in order to bring theory into practice and ensure solid training. Problems facing situations draw on knowledge from experience. With respect to changes from LDBEN, PCNEM and ENEM most of them changed pedagogical practice, but do not know the goals of education in school writing curriculum in high school. The learning predominance of the students in preparing for teaching, but also to channel sociological issues, structural, and teacher-student relationship. In regard to learning assessment, even using formative and summative assessments, the majority refer then to idea of evaluating as a judgment, then to evaluate the possibilities to detect and students' difficulties. Finally, we can infer that teachers live in constant movement and contradictions to find the reasons that explain their practice is due to the immediacy of local and global requirements, the maintenance of their assumptions. They build their professional identities through the teaching experience. Thus, this research confirms the need for publicity of the knowledge of experience