Biblioteca Digital de VanguardiaFor another school: provocations to didactis and pedagogical innovation concept
Identifying elements pointing basic education and innovative pedagogical perspectives from undergraduates and teachers perspective is the aim of this study, resulting in teaching staff reflections by UFF Center for Teaching and Training of Teachers and qualitative evaluations carried out with studen...
| Autores principales: | , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués Inglés |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2019
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/13006 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65988 |
| _version_ | 1782334675429097472 |
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| author | Vasconcellos, Mônica Maciel, Sandra |
| author_facet | Vasconcellos, Mônica Maciel, Sandra |
| author_sort | Vasconcellos, Mônica |
| collection | Repositorio |
| description | Identifying elements pointing basic education and innovative pedagogical perspectives from undergraduates and teachers perspective is the aim of this study, resulting in teaching staff reflections by UFF Center for Teaching and Training of Teachers and qualitative evaluations carried out with students of Didactic Discipline. It promoted a (re)approximation with the school, generating individual records and interviews with basic school teachers, considered innovative by the graduates. In contrast to linking the concept of pedagogical innovation to technological apparatuses insertion, the fellow students expressed preoccupations with a more fair society construction, based on aspects such as teaching autonomy, dialogue, commitment and creativity. The political and social school recognition is the main locus of human formation and community, reflecting urgency on other scholar thinking and conducting ways are perspectives of the present discussion |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65988 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués Inglés |
| publishDate | 2019 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO659882022-03-18T19:30:30Z For another school: provocations to didactis and pedagogical innovation concept Por una otra escuela: provocaciones a la didactica y el concepto de innovación pedagógica Por uma outra escola: provocações à didática e ao conceito de inovação pedagógica Vasconcellos, Mônica Maciel, Sandra Didactics. Pedagogical innovation. Graduation. Didáctica Innovación pedagógica Grado. Didática Inovação pedagógica Licenciatura. Identifying elements pointing basic education and innovative pedagogical perspectives from undergraduates and teachers perspective is the aim of this study, resulting in teaching staff reflections by UFF Center for Teaching and Training of Teachers and qualitative evaluations carried out with students of Didactic Discipline. It promoted a (re)approximation with the school, generating individual records and interviews with basic school teachers, considered innovative by the graduates. In contrast to linking the concept of pedagogical innovation to technological apparatuses insertion, the fellow students expressed preoccupations with a more fair society construction, based on aspects such as teaching autonomy, dialogue, commitment and creativity. The political and social school recognition is the main locus of human formation and community, reflecting urgency on other scholar thinking and conducting ways are perspectives of the present discussion Identificar los elementos que señalan la perspectiva pedagógica innovadora, desde la perspectiva de licenciandos y maestros de educación básica es el objetivo de este estudio es el resultado de las reflexiones realizadas por la equipo docente del Núcleo de Didáctica y Formación de Profesores de la UFF y de las evaluaciones cualitativas realizadas con estudiantes de didáctica. Esto nos hizo proponer un (re)aproximación más cercano a la escuela, los registros individuales y entrevistas con los profesores de la escuela primaria, considerados innovadores por los licenciandos. Contra de vincular el concepto de innovación pedagógica la inserción de aparatos tecnológicos, los licenciandos expresaron su preocupación con la construcción de una sociedad más justa, basada en aspectos como el compromiso de autonomía, diálogo y creatividad. El reconocimiento político y social de la escuela es el lugar principal de la formación humana y la necesidad urgente de reflexionar colectivamente sobre otras maneras de pensar y hacer escuela son perspectivas para nuestros debates. Identificar elementos que apontem perspectivas pedagógicas inovadoras, sob a ótica de licenciandos e de professores da educação básica é o objetivo deste estudo que resulta das reflexões realizadas pela equipe docente do Núcleo de Didática e Formação de Professores da UFF e das avaliações qualitativas realizadas com alunos de Didática. Isso nos provocou a propor uma (re)aproximação com a escola, o que gerou registros individuais e entrevistas com docentes da escola básica, considerados inovadores pelos licenciandos. Na contramão da vinculação do conceito de inovação pedagógica à inserção de aparatos tecnológicos, os licenciandos expressaram preocupações com a construção de uma sociedade mais justa, calcada em aspectos como autonomia docente, dialogicidade, compromisso e criatividade. O reconhecimento político e social de que a escola é o principal locus de formação humana e a urgência de refletirmos coletivamente sobre outras formas de se pensar e se fazer escola são perspectivas de nossas discussões. 2019-10-01 2022-03-18T19:30:30Z 2022-03-18T19:30:30Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/13006 10.22633/rpge.v23iesp.1.13006 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65988 por eng https://periodicos.fclar.unesp.br/rpge/article/view/13006/8631 https://periodicos.fclar.unesp.br/rpge/article/view/13006/8703 https://periodicos.fclar.unesp.br/rpge/article/view/13006/9519 Copyright (c) 2019 Revista on line de Política e Gestão Educacional application/pdf application/pdf text/xml Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 23, n. esp. 1, out. (2019) Ensino Superior Brasileiro: do currículo as práxis pedagógicas; 743-765 1519-9029 10.22633/rpge.v23iesp.1 |
| spellingShingle | Didactics. Pedagogical innovation. Graduation. Didáctica Innovación pedagógica Grado. Didática Inovação pedagógica Licenciatura. Vasconcellos, Mônica Maciel, Sandra For another school: provocations to didactis and pedagogical innovation concept |
| title | For another school: provocations to didactis and pedagogical innovation concept |
| title_full | For another school: provocations to didactis and pedagogical innovation concept |
| title_fullStr | For another school: provocations to didactis and pedagogical innovation concept |
| title_full_unstemmed | For another school: provocations to didactis and pedagogical innovation concept |
| title_short | For another school: provocations to didactis and pedagogical innovation concept |
| title_sort | for another school: provocations to didactis and pedagogical innovation concept |
| topic | Didactics. Pedagogical innovation. Graduation. Didáctica Innovación pedagógica Grado. Didática Inovação pedagógica Licenciatura. |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/13006 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65988 |