http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4366 2025-09-27T12:32:08Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9750 Título: Desenvolvimento profissional do docente do ensino superior a partir de um olhar crítico-reflexivo sobre sua prática Autor: SOBRAL, Ana Carolina Moura Bezerra Primeiro orientador: JÓFILI, Zélia Maria Soares Abstract: The thesis study in focus originates from my work as a pedagogue and teacher trainer who works in higher education, at a federal public university in the State of Pernambuco. The motivation for building this study emerges from the context of our work, when we listen to teachers' reports about their experiences and teaching trajectories, and how they came to teach and began their work as teachers, building a path of many learning experiences from their experiences in the classroom. As we had access to these reports, we realized the opportunity to learn more about these professionals and their educational trajectories and understand how these trajectories influence the way in which their teaching develops. Given this concern and curiosity, our thesis is that, when looking at their own practice in a reflective way, teachers perceive themselves and their professional trajectory as part of their development and learning process for teaching. Thus, as a general objective, we seek to understand, based on the narratives of their training trajectories, how these teachers develop their learning for teaching based on reflections about themselves and their practice. As specific objectives, we seek to: a) identify how teachers who work in the Degree in Biological Sciences and Degree in Chemistry courses at UFRPE discovered themselves as teachers; b) analyze how teachers, who have master's and doctorate degrees in the specific area of knowledge, relate their training trajectory with teaching in higher education and identify how they perceive themselves and their professional development based on reflection on their practices pedagogical. As a methodological path, we used narrative interviews as a resource for listening to six teachers and Discursive Textual Analysis (DTA) as a strategy for analyzing and interpreting data. These data were initially organized into four categories: Teaching trajectory, Learning and teaching experience, Reflexivity, Teaching practice and Teacher training. For each theoretical category, we linked an empirical category and, to each of these, subcategories. As a result, we identified that teachers who chose to teach from the beginning of their training find it easier to articulate specific content within the scope of applied research with their practices in the classroom. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Tese 2024-02-21T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9749 Título: PIBID como terceiro espaço de formação e valorização da prática docente em ciências biológicas Autor: ROSA, Giana Raquel Primeiro orientador: OLIVEIRA, Maria Marly de Abstract: This thesis discusses the issue of teacher training based on the Institutional Teaching Initiation Scholarship Program, in the Biological Sciences Degree course, at the Federal University of Alagoas. The basis of Pibid articulates teacher training (initial and continuing), valorization (of teaching and public schools), coordination between university and school with a view to improving the quality of teaching both in higher education and in basic education schools. Thus, we sought to answer: what elements contribute to Pibid Biology consolidating itself as a third space for teacher training? The objectives of this work were: to understand Pibid-Ciências Biológicas as a “third space for teacher training” (Zeichner, 2010, p. 486); investigate how the University/School and theory/practice are linked in the training process of Biological Sciences teachers at Ufal. The third training space is considered to be that space that seeks to overcome existing binaries between professional practical knowledge and academic knowledge, between theory and practice. To carry out this research, it was necessary to present an innovative element: the application of the interactive methodology (Oliveira, 2014) during the pandemic period. Consequently, data collection, carried out through the dialectical hermeneutic circle – CHD by Gadamer (1999) and data analysis, implemented through interactive dialectical hermeneutic analysis – AHDI, by Oliveira (2014) were applied and developed in the virtual environment. The results corroborated the thesis that Pibid-Ciências Biológicas functions as a third space for teacher training, a hybrid space that occurs in the intertwining of the training triangle of Nóvoa (2019), consisting of universities↔schools↔teachers, with the triad by Zeichner (2013), which involves educators↔university professors↔graduate students. The research also proved that participants see experiences, interpersonal and professional relationships as elements inseparable from training. Furthermore, they highlight that collaborative work and the interrelationships between teaching and research are essential elements of Pibid, building, with the entire set of activities made possible by the third training space, expertise and more solid and critical professional training. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Tese 2023-11-30T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9741 Título: Aprendizagem baseada em projetos à luz da perspectiva STEM: intervenção em uma turma de engenharia Autor: CIRILO, Rodrigo de Paiva Primeiro orientador: LEÃO, Marcelo Brito Carneiro Abstract: The curricular guidelines for engineering courses, in force since 2019, brought the desire for a differentiated profile for graduates, centralizing the teaching and learning processes on the student and bringing them closer to the current demands of the productive sector and current issues for life in society. The objective of this research seeks to understand the limits and potential of an intervention in the classroom using project-based learning as a strategy based on the STEM Perspective, whose implementation followed the steps delimited by the engineering design process. This is an exploratory and qualitative investigation, which used methodological procedures for constructing and conducting case studies. To analyze the data, we used the NVivo program, whose inferences are inspired, with certain adaptations, by the dictates of content analysis. The composition of the data collection instruments is formed by a focus group interview with representatives of the groups participating in the intervention and by Conceptual Panels, a type of infographic created by students of the Engineering Topics discipline, a curricular component of the second period of the Engineering course. Electronics from UFRPE / UACSA. There was also an evaluation of the projects in relation to the STEM areas, carried out by the teacher under the guidance of a table of rubrics. The results indicated that, despite the weakness in relation to mathematics, the integration between STEM areas during the project's course can be verified, and students recognize this type of intervention as useful for teaching engineering, especially in relation to aspects focused on the professional profile of the approach, the opportunity to carry out practical tasks, the preparation for assembling electronic circuits, the division of tasks between group members and the planning of activities for the development of projects. It is hoped that this investigation will motivate other research that will calibrate the work on mathematical content and leverage propositions such as the inclusion of arts for an intervention in STEAM and other strategies when designing project solutions. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Tese 2024-06-28T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9739 Título: Teoria da Atividade e abordagem CTS: analisando sistemas de atividades e inter-relações entre aspectos científicos, tecnológicos e sociais em aulas de química sobre polímeros Autor: MONTEIRO, Inês Girlene dos Santos Primeiro orientador: AMARAL, Edenia Maria Ribeiro do Abstract: The general objective of this research was to analyze the contributions of structuring activities within a system, considering the interrelationships between scientific, technological, and social aspects, for learning about polymers. To achieve this, studies on Activity Theory from Engeström's perspective (1987) were articulated with the theoretical assumptions of the STS approach (Auler, 2007b; Santos, 2011a; Santos; Schnetzler, 2015; Strieder, 2012). This research is qualitative in nature, involving 16 students from the 3rd grade of high school in a state public school located in the municipality of Vitória de Santo Antão – PE. Additionally, we analyzed materials produced by the students, such as the experimental sheet and the report from the technical visit. A system of activities was developed and applied in 7 sessions, with the following activities being highlighted: discussions on the environmental impacts of improper plastic disposal, research and surveys conducted by the students regarding the proper disposal of household waste, a dialogic lecture on the scientific concepts related to polymers, an experimental activity focused on the separation and identification of samples, a technical visit to a recycling company, and the presentation of proposals/solutions developed by the students to minimize the improper disposal of plastic materials by the school community and society. To collect data, a questionnaire was initially used to assess the students' prior knowledge about polymers and the implications of improper plastic disposal. Video recordings were used to document the interactions between the students throughout the activities. For data analysis, the elements that structure activity (Engeström, 1987) and the categories present in the Reference Matrix proposed by Strieder (2012) were utilized. The results generally show that the activity system provided students with experiences in different contexts – school, with conceptual discussions, the technical visit with technological and social aspects, and others – mediated by various tools – videos, experimental activities, language in the production of speeches and texts, among others – and promoting interaction with various actors – teacher, technicians, scientific and school communities. The analysis of the relationships between the elements of the activity revealed some primary and secondary contradictions, conflicts, and dilemmas, such as discussions on what would be more important: environmental preservation or the guarantee of minimum rights for human dignity in relation to one of the proposals presented in the seventh session. Regarding the scientific, technological, and social aspects, it was possible to identify the following categories in the students' speeches: (1R) Unveiling of reality – related to the view on Science, (1D) Neutral, (2D) Synonymous with progress, (3D) Specificities, and (4D) Oriented – related to the view on Technology, (1P) Recognition, (2P) Individual decision, (3P) Collective decision, and (5P) Political sphere – related to the view on Society. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Tese 2024-08-09T00:00:00Z