TCC - Licenciatura em História (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/460
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3 resultados
Resultados da Pesquisa
Item Políticas públicas para a formação inicial de professores no Brasil e o Programa de Bolsa de Iniciação à Docência: concepções e perspectivas(2020-10-21) Magalhães, Agenor Matheus Ferraz Brandão; Santos, Maria Emília Vasconcelos dos; http://lattes.cnpq.br/4794117737260000; http://lattes.cnpq.br/4108413461833978Since the 70's of the twentieth century, a lot has been done in a qualitative construction of the initial teacher training. The main focus of the debates has been on the model of how this process has evolved, seeking to bring theoretical and methodological practices closer to experience. For this to become possible, public policies due to the advance of this initial formation were being built. Among these policies, the Institutional Program for Teaching Initiation Scholarships (PIBID) was created and brought important contributions, especially when in its proposal it inserts university students since the beginning of the course in the school teaching environment, promoting an increasingly training integrated and qualitative.Item Interseções de gênero no Programa de Bolsas de Iniciação à Docência da UFRPE: um relato da experiência em núcleo de gênero de escola da rede estadual de Pernambuco(2021-02-19) Albuquerque, Adriana de Souza; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/2963782145798809This article presents an experience report, through a literature review and participatory observation carried out at the Silva Jardim High School Reference School, experienced within the Teaching Initiation Program, in the History subarea, of the Federal Rural University of Pernambuco. This text reflects on the educational potential of the classification approach carried out within the Gender Core Wilma Lessa. We conclude that, thanks to popular movements and social demands, during the period of redemocratization in Brazil, it advances in the creation of education documents that reinforced the importance of teaching gender in schools. However, given the political conjuncture of the last few years, the teaching of gender has recklessly been censored from official documents, through the interference of neoconservative and neoliberal groups. In return for such a setback, a Secretariat for Women in Pernambuco expands the number of educational institutions with Centers for Gender Studies and Confronting Violence Against Women, enabling teachers and teachers to work in teaching gender in schools.Item O estado do conhecimento da pesquisa sobre a avaliação das aprendizagens no ensino de história em Pernambuco: um estudo introdutório(2019-12-16) Araújo, Gustavo Folena; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/6735668398414628This article presents an introductory study of the state of knowledge of research on evaluation in the teaching of history in Pernambuco. The research thus allows the perception of theoretical and methodological options, advances and redundancies in the production of knowledge about the object of study. The corpus on which the research focused is composed of theses and dissertations defended between 2008 and 2018 in postgraduate programs in the areas of History and Education linked to public universities located in Pernambuco. Two dissertations were found and categorized which were analyzed in depth, based on the following questions: how is the topic approached? What is the underlying theoretical and methodological conception? Is there coherence between theory and method? What are the conceptions of History Teaching and evaluation that underlie the work? What new aspects are announced? The authors and authoress who influenced us throughout the research were Perrenoud, Zabala, Luckesi, Guba and Lincon; among others. The results demonstrate that the themes are approached by a qualitative research bias, predominantly document analysis, interview and observation; the conception of History Teaching is absent in one of the dissertations and in another the critical perspective predominates; In relation to the conception of evaluation, both defend in their theoretical frameworks the regulatory formative evaluation. Since the dissertations were developed from research in elementary and high school, we recorded the gap in relation to research that investigates the evaluation in higher education and, more specifically, the evaluation in the formation of the history teacher.