DSpace Collection:https://tede2.pucrs.br/tede2/handle/tede/292023-11-27T18:04:35Z2023-11-27T18:04:35ZPor uma pedagogia da emotividade na educação matemática : ensino, ética-estética e afetividadeVargas , Jackson Luís Santos dehttps://tede2.pucrs.br/tede2/handle/tede/107782023-05-23T23:00:18Z2022-03-23T00:00:00ZTitle: Por uma pedagogia da emotividade na educação matemática : ensino, ética-estética e afetividade
Author: Vargas , Jackson Luís Santos de
Advisor: Ferraro, José Luís Schifino
Abstract (english): The aim of this thesis is to understand how the possible articulations established between teaching, ethics-aesthetics and effectiveness – perceived, or not, by the regent teachers of the class – can contribute to the mathematics learning of elementary school students. The main theorists who contributed to the foundation were Henri Wallon, Emmanuel Levinas, Jacques Derrida, Nadja Hermann and Paulo Freire. Methodologically, a structured questionnaire was applied, disseminated via the internet in different social networks, with the adhesion of 37 participants. All of them are Elementary School Mathematics teachers, with teaching experience ranging from 1 to 32 years. The analysis of the obtained results was inspired by Lawrence Bardin's Content Analysis. The results lead to a pedagogical situations: continuing education courses that reflect the reality experienced by the social group in which the school is inserted; meetings between professors, which enable integration, critical reflection of their practice, exchange of experiences with other colleagues in the same area and in others; dialogue with the school's management team, as the verticalization of orders and the frequent demands for compliance with the school curriculum make it difficult for the teacher to work, overloading them and, therefore, affecting their emotional state; dialogue with the management team to resolve different conflicts that occurred in the school, whether with students, colleagues, parents, or even with the management team itself. Furthermore, teachers do not realize that, when working on Art in Mathematics classes, including the active participation of students in the elaboration and execution of activities, dialoguing, and working on sensitivity, they allow the student to be positively linked to them and to the discipline. Likewise, they do not realize that impositions, underestimations of the student's ability to learn Mathematics, as well as judgments and classes focused on abstraction, distance and/or negatively link student, teacher, and curricular component, since there is no identification of the student with the developed content. This can make you feel like an outsider inside your own classroom, excluded, unable to continue with that learning. These findings seem to indicate that teachers think they have created positive bonds with students due to technical knowledge, as they consider the discipline of Mathematics difficult and not for everyone. The analysis performed shows that the processes of sensitization in pedagogical practices; the positive links between professors and students resulting from the processes of hospitality, empathy and valuing emotions; the commitment and care for the other in the teacher-student relationship contributes to the mathematics learning of elementary school students, corroborating the thesis that the relationship between teaching, ethics-aesthetics and affectivity, occurred from three relational movements: teaching and ethics-aesthetics; ethics-aesthetics and affectivity; teaching and affectivity make Mathematics learning potentially meaningful. The common point that emerges in the relationship of these three movements, teaching; ethics-aesthetics and affectivity, is the Pedagogy of Emotivity
Publisher: Pontifícia Universidade Católica do Rio Grande do Sul
Document type: Tese2022-03-23T00:00:00ZPercepções de docentes da educação básica acerca das teorias e práticas pedagógicas em educação ambientalPedrotti, Stéphani Carolinehttps://tede2.pucrs.br/tede2/handle/tede/107772023-05-23T23:00:16Z2022-08-30T00:00:00ZTitle: Percepções de docentes da educação básica acerca das teorias e práticas pedagógicas em educação ambiental
Author: Pedrotti, Stéphani Caroline
Advisor: Oliveira, Luciano Denardin de
Abstract (english): Environmental education is a formative process able to promoting awareness of the environment. In this sense, different from conservative environmental education - which is limited to analyzing “behavioral deviations” from an individual perspective - critical environmental education is based on socio-historical-political issues. The'z objective of this work is understand how basic education teachers understand and apply theoretical and practical formative questions about environmental awareness and criticality towards their students, when discerning conceptions, beliefs, values and experiences facing the environment that these teachers have. The present study has a qualitative nature and the type of research is characterized as a case study. The participants are teachers from public and private schools of Basic Education who work in high school in the discipline of Biology. Semi-structured interviews were used as a data collection instrument, which were collected through audio and later transcribed. There was a script to guide the interviews, and the data analysis method was Discourse Analysis from the perspective of Mary Jane Spink, making use of the association trees of ideas. It was noticed that all professors, in their formation, had contact with EE, but more in a practical than theoretical way and, in general, far from the notion of critical EE. Most have theoretical knowledge about environmental education, however, when detailing how they see it in the face of the society in which we live, differences in understanding were evident. In addition, issues related to environmental responsibility and human influence on the environment were highlighted. The teaching practice, in turn, was manifested in different ways by the research participants, sometimes presenting a more conservative tendency, sometimes more critical. Interdisciplinarity was highlighted in this praxis, so that social, cultural and biological processes appear interconnected. Similarities and differences were also found in the answers about the difficulties to work on environmental education at school, as well as the understanding of what constitutes an environmental educator. The teachers also reported, through their life experiences, their memories with biodiversity, as well as examples of approaches with environmental education in the school routine. Thus, it’s remarkable that past experiences influence the vision and environmental awareness of each human being.
Publisher: Pontifícia Universidade Católica do Rio Grande do Sul
Document type: Dissertação2022-08-30T00:00:00ZNarrativas de experiências com a pesquisa como princípio educativo - da educação infantil à educação profissional técnica de nível médioSilva, Carla Melo dahttps://tede2.pucrs.br/tede2/handle/tede/106492023-03-01T15:00:10Z2021-06-29T00:00:00ZTitle: Narrativas de experiências com a pesquisa como princípio educativo - da educação infantil à educação profissional técnica de nível médio
Author: Silva, Carla Melo da
Advisor: Ramos, Maurivan Güntzel
Abstract (english): This investigation presents the narratives of teachers from Kindergarten to the Final Years of Elementary School; teachers and students of technical professional education in Chemistry who share their experiences with research as an educational principle. The focus of this study was the Municipal Network of Novo Hamburgo – RS and the Liberato Salzano Vieira da Cunha Foundation, in the same city. The question that guided this investigation was: How are the formative and constitutional relationships of the subjects established in the experiences in municipal schools in Novo Hamburgo and the Liberato Salzano Vieira da Cunha Foundation, considering the assumptions of research as an educational principle, based on the narratives of teachers, students, and managers? The general objective of this research was to understand the narratives of teachers, students, and managers about the establishment of the formative and constitutional relationships of subjects in experiences in municipal schools in Novo Hamburgo and the Liberato Salzano Vieira da Cunha Foundation, considering the assumptions of research as an educational principle. The research is characterized as qualitative and is of the narrative research type with the approach of professional life experience. The differences between narrative research, narrative, narrative interview, and narrative analysis are presented in this study. The study had fourteen participants, whose narratives were first analyzed with the narrative structure proposed by the sociolinguist William Labov and, later, a hermeneutic analysis was carried out based on the ideas of the philosopher Hans-George Gadamer, in which a hermeneutic exercise of understanding was carried out the meanings of the narratives, by identifying in them the answers to the research problem. Asking is relevant to hermeneutic understanding since to understand what is the aid we need to answer a question. This made it possible to understand the significant knowledge strengthened by research as an educational principle; the formation and constitution of the participants involved in the research; everyday situations in the classroom that enhance research as an educational principle; and the theoretical assumptions used by teachers for teaching with research as an educational principle. These understandings led to the conclusion that in both study environments, although research actions occur as an educational principle, which contributes to investigative training and the teaching and learning process, there is no theoretical approach explicitly assumed in all situations, consisting of the practice in a deductive mode. This points to the need for continuous training actions, involving frequent moments of theorizing on the part of teachers for the understanding and assumption that theory follows practice, but it is necessary to build awareness concerning this.
Publisher: Pontifícia Universidade Católica do Rio Grande do Sul
Document type: Tese2021-06-29T00:00:00ZConstituição da identidade docente na trajetória de professores de ciências da natureza que atuam por meio da pesquisa em sala de aulaThomaz, Estrella Marlene da Silvahttps://tede2.pucrs.br/tede2/handle/tede/106082023-02-03T22:00:15Z2022-08-31T00:00:00ZTitle: Constituição da identidade docente na trajetória de professores de ciências da natureza que atuam por meio da pesquisa em sala de aula
Author: Thomaz, Estrella Marlene da Silva
Advisor: Ramos, Maurivan Güntzel
Abstract (english): In the globalized world, the complexity of subjective and objective trajectories involved in the constitution of identities requires thinking about how the subject of today suffers experiences and experiences the diversity of cultural influences in which he is immersed. In this context, the figure of the teacher was chosen as an object of study, to know how this complexity of processes permeates the constitution of their teaching identity, especially when their actions are associated with teaching through research as an educational principle. Thus, this investigation is related to teaching, the attitudes of teachers, and their positions in the classroom and the way they teach, believing that this position is directly related to the process of constituting their identity, which, in turn, is result of the appropriation of historically constructed meanings. Consequently, the investigation aims to understand the process of constitution of the teaching identity of professors who work in the area of Natural Sciences, with a view to their performance in the classroom, through research actions. In this investigation, the use of Oral Histories (OH) offered a possibility of understanding, through the testimonies of two professors, who work through research in their teaching activities, the factors that influenced and have influenced the constitution of their professional identity. The corpus of analysis was constituted by the reports of facts and decisive experiences about the life trajectory of these professionals. In the analytical treatment of information, the production of meanings took place through the analysis of discursive practices based on Mary Jane Spink (2000, 2004). According to the author, it is necessary to understand how individual thinking is rooted in the social and how one and the other are mutually affected. The autobiographical reports contributed to the understanding that the process of teacher identity can be raised from the first years of socialization with important theoretical and practical knowledge, regarding the affective dimension intrinsic to the process of teacher constitution.; En el mundo globalizado, la complejidad de las trayectorias subjetivas y objetivas involucradas en la constitución de las identidades exige pensar cómo el sujeto de hoy sufre, vive y experimenta la diversidad de influencias culturales en las que está inmerso. En ese contexto, se eligió como objeto de estudio, comprender cómo esta complejidad de procesos permea la constitución de la identidad docente, especialmente de los docentes que asocian su actuar a la enseñanza a través de la investigación como principio educativo. Así, esta investigación se relaciona con la enseñanza, las actitudes de los docentes, sus posiciones en el aula y la forma en que enseñan, creyendo que esta posición está directamente relacionada con el proceso de constitución de su identidad, que, a su vez, es resultado de la apropiación de significados históricamente construidos. En consecuencia, la investigación tiene como objetivo comprender el proceso de constitución de la identidad docente de los profesores que actúan en el área de Ciencias Naturales, con miras a su actuación en el aula a través de acciones de investigación. En esta investigación, el uso de las Historias Orales (HO) ofreció la posibilidad de comprender, a través de los testimonios de dos profesores, que trabajan a través de la investigación en su actividad docente, los factores que influyeron y han influido en la constitución de su identidad profesional El corpus de análisis estuvo constituido por los relatos de hechos y experiencias decisivas sobre la trayectoria de vida de estos profesionales. En el tratamiento analítico de la información, la producción de significados se dio a través del análisis de prácticas discursivas a partir de Mary Jane Spink (2000, 2004) e Spink e Medrano (2022). Según el autor, es necesario comprender cómo el pensamiento individual se arraiga en el social y cómo uno y otro se modifican mutuamente. Los relatos autobiográficos contribuyeron a la comprensión de que el proceso de identidad docente puede desencadenarse desde los primeros años de socialización con importantes conocimientos teóricos y prácticos, con relación a la dimensión afectiva intrínseca al proceso de constitución docente.
Publisher: Pontifícia Universidade Católica do Rio Grande do Sul
Document type: Tese2022-08-31T00:00:00Z