Banca de DEFESA: THAYNARA CRISTINE DE MOURA MELO LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : THAYNARA CRISTINE DE MOURA MELO LIMA
DATE: 29/04/2024
TIME: 15:00
LOCAL: videoconferência
TITLE:

The impacts of the Pedagogical Residence Program in Argumentation on Teacher Training for Teaching Scientific Argumentation in Basic Education

KEY WORDS:

Argumentation; Scientific Argumentation; Pedagogical Residency; Teacher training.

PAGES: 147
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Being a teacher means being in constant training. It is a daily search for knowledge and
understand that there is no ready-made subject. In this incessant search for
knowledge arose the investigative interest of this work, which began through a
experience in the Pedagogical Residency (RP) group of the “Argumentation in
Education” (RPA), from the Federal University of Pernambuco (UFPE). That way,
we investigated whether the RPA program had an impact on the training of educators. That was
carried out through the analysis of planning and observations of teaching practices in
residents who participated in the program, currently performing functions as
teachers in basic education. Our objective was to investigate whether the RPA program
contributed to the training of educators, capable of working with argumentation as
didactic strategy for exercising Scientific Argumentation in basic education. For
Therefore, we evaluated the Pedagogical Argumentative Design Capacity (PDCA) of the
professors from RPA, analyzing their practice of Scientific Argumentation (CA) in
their regencies in basic education and we examine how they applied PDCA in their practice
teacher, investigating the possible relationship of these approaches with favoring CA.
The research data for this work came from the analysis of teaching planning and practice
of three teachers recently graduated from the Pedagogy course and graduates of the
Pedagogical Residency in Argumentation in Education. How they refer to teachers
multipurpose, we did not stop at the observation exclusively in the discipline of Science of
Nature, as we take into account that the teacher's work could happen in
interdisciplinary way. In this way, the study discusses the implications of RPA in
construction of a favorable environment for the exercise of CA in the first years of
education level, of former residents, participants of the group from 2018 to 2020.
The teachers who graduated from the program demonstrated different levels of difficulty when
plan with argumentative potential, revealing variations in the details of your
plans. While one of them, despite showing interest in sparking dialogue in the classroom,
class, failed to stimulate the expected controversies and debates, thus limiting the
occurrence of CA, two other teachers used discursive strategies to promote
an argumentative environment. Regarding the application of plans during mediations,
we observed that these same teachers were able to implement them in a more
satisfactory, making necessary adjustments and adaptations to promote CA. Being
Thus, the study suggests that RPA may have contributed to PDCA performance in two ways.
teachers who graduated from the program and participated in the research, and also highlights the
importance of continuous teacher training for skills development
arguments that help them encourage CA. Furthermore, the results can be
used to improve teacher training in RPA and other teaching programs
continued training.

COMMITTEE MEMBERS:
Presidente - 1853748 - SYLVIA REGINA DE CHIARO RIBEIRO RODRIGUES
Interna - 1813146 - KATIA CALLIGARIS RODRIGUES
Externa à Instituição - MÁRCIA GORETTE LIMA DA SILVA