Interactions in spaces for initial teacher education in the perspective of the (re)construction of school curriculum in the modality of situation of study

dc.creator	Lenir Basso Zanon
dc.creator	Clarinês Hames
dc.creator	Fábio André Sangiogo
dc.date	2012-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:23:14Z
dc.date.available	2015-07-20T22:23:14Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/b69168be16c34df39c7e5f5a6808191b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20914
dc.description	This article analyzes interactions between preservice teachers, teachers from high-school and from university, in a formation space for Science teaching, focusing onthe problematization of interdisciplinary approaches of experienced situations in the light of scientific knowledge. In the perspective to reflect about the implementation of changes in the school curriculum in the modality of Situation of Study, modules of triadic interaction were planned and developed between the three groups of study subjects, with attention to the complexity of the relations between diversified knowledge that integrate the processes of school knowledge construction, in the area. Audio recording followed by transcription of the speeches allowed the construction and analysis of results which referred to contributions from the interactions in the reconstruction of the school curriculum. Degrees of asymmetry mark the interlocution of the subjects, contributing for a teacher education enhanced of reflections and thematizations about formative aspects, such as: the concretization of curricular changes, the constitution of the be a teacher, the difficulties and insecurities associated to the teaching practice, the disciplinarity and interdisciplinarity in the teaching, the vision of the curriculum as collective production.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/artigos/Artigo_ID277/v17_n1_a2012.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 17, Iss 1, Pp 21-35 (2012)
dc.subject	teacher formation
dc.subject	situation of study
dc.subject	reconstruction of the scholar curriculum
dc.subject	triadic interactions
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	Interactions in spaces for initial teacher education in the perspective of the (re)construction of school curriculum in the modality of situation of study
dc.type	article