Gionara Tauchen

Inovações no ensino universitário: possibilidades emergentes

The present abstract understands that the university, into the current society, can build environments that indulge the development of the culture the creation and the innovation. Therefore we aim to understand the processes of induction of the university teaching, as well as the didactic-pedagogic activities proposed in the Teaching Projects of a university from the south of Rio Grande do Sul. The research is naturally qualitative and documentary, it has been done through Content Analysis (Franco, 2008; Bardin, 1977). In the study were analyzed 163 projects, being highlighted three major points of innovative teaching practices: a) practical activities, including field exploring, use of lab and practical tasks in the classroom; b) new technologies, including the use of Blogs, MSN, AVA, robotics, moodle, modeling, videos, recordings, forums, and diaries e c) innovative methodologies, referring to learning projects, problem solving, workshops, work groups, articulation between teaching, research and extension and daily evaluation. We consider that the changes in the teaching perceptions, due to self-formative processes and the induction of institutional policy to avoid retention and evasion, as well as the innovation, has been contributed to the improvement of the learning and teaching in the university. We emphasize, also, that the innovation in the teaching can come from different levels, activities and manners, expressing different epistemological and paradigmatic basis. Therefore, it needs to be considered as activity in a particular context, coming from a collective and institutional nature.

Evolutionary learning in teachers’ education: continuity between the certainties of action and discursive arrangements

This article discusses the possibility of evolutionary learning in teachers’ education, having as a reference Habermas’ purposes of world action continuation and discursive world. The study, of a reconstructive nature, analyzed the paradigmatic-epistemological approaches that underlie the doctoral theses on teachers’ education, defended in Brazilian federal universities, in Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) triennial assessment (2007-2009). It has been sought to identify the elements that characterize the approaches: historical-materialist, phenomenological-hermeneutics, practice epistemology, complex epistemology, social representation and poststructuralist theory. It was concluded that what lingers in the different research approaches is a common axis of objectivity characterized by shared certainties and the focus on the same problematizations, making explicit the possibility of an evolutionary continuation between what reality teaches about experience with the world and what is learned in argumentative interaction.

APRENDIZAJE EVOLUTIVO EN LA FORMACIÓN DOCENTE: CONTINUIDAD ENTRE LAS CERTEZAS DE LA ACCIÓN Y ARREGLOS DISCURSIVOS

This article discusses the possibility of evolutionary learning in teachers’ education, having as a reference Habermas’ purposes of world action continuation and discursive world. The study, of a reconstructive nature, analyzed the paradigmatic-epistemological approaches that underlie the doctoral theses on teachers’ education, defended in Brazilian federal universities, in Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) triennial assessment (2007-2009). It has been sought to identify the elements that characterize the approaches: historical-materialist, phenomenological-hermeneutics, practice epistemology, complex epistemology, social representation and poststructuralist theory. It was concluded that what lingers in the different research approaches is a common axis of objectivity characterized by shared certainties and the focus on the same problematizations, making explicit the possibility of an evolutionary continuation between what reality teaches about experience with the world and what is learned in argumentative interaction.

Aprendizagem evolutiva na formação de professores: continuidade entre as certezas da ação e os acertos discursivos

This article discusses the possibility of evolutionary learning in teachers’ education, having as a reference Habermas’ purposes of world action continuation and discursive world. The study, of a reconstructive nature, analyzed the paradigmatic-epistemological approaches that underlie the doctoral theses on teachers’ education, defended in Brazilian federal universities, in Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES) triennial assessment (2007-2009). It has been sought to identify the elements that characterize the approaches: historical-materialist, phenomenological-hermeneutics, practice epistemology, complex epistemology, social representation and poststructuralist theory. It was concluded that what lingers in the different research approaches is a common axis of objectivity characterized by shared certainties and the focus on the same problematizations, making explicit the possibility of an evolutionary continuation between what reality teaches about experience with the world and what is learned in argumentative interaction.

PERCEPÇÕES E AÇÕES DOCENTES NO LABORATÓRIO DIDÁTICO

The Didactic laboratory, historically, has been a valued progress within the science education, as basic education as higher education. Therefore, we have discussed about the didactic laboratory in a licensure course in biological science. We have performed many semi-structured interviews with teachers from a qualitative research. The objective was the investigation of its use and the possible contribution to the formation of the teachers. The content of the interviews was analyzed through the textual-discursive analysis. There were four categories from the analysis. The first one was the relationship between the didactic laboratory, the curricular projects and the curricular reworking. The second one was the didactic laboratory as another educational formation. The third one was the planning, the developmenting and the evaluating of the laboratorial classes. The last one was the challenges of using the didactic laboratory. The didactic laboratory has intensified the relationship between the theory and the practice. Between the interaction of teacher, students, content, context. Between the execution of activities about conceptual, procedural and attitudinal contents. There is a strong potentiality in didactic laboratory because its dynamic teaching, its learning of specific contents, its didactic of biological science.

Cursos de Graduação em Ecologia no Brasil: aproximações paradigmáticas

From the end of the century XIX, the Ecology is suffering processes of enlargement and diversification. The objective of this study is to identify the paradigms that pervade the pedagogical proposals of university degree programs in ecology. Each course is understood as an expression of the thoughts and actions of a scientific community, which influence the construction of professional concepts as well as the contents and forms of the fields inquiries. The research is characterized as qualitative, in terms of both documentary and hermeneutic nature. All of the university ecology degree programs in Brazil, which total eight, were analyzed. It was concluded that the structured programs from the turn of the century and onward have included more complex perspectives. Specifically, they are comprised by organisms that are not only part of ecological communities but rather are part of more complex ecosystems, of which contain a multitude of smaller organisms that are endowed with considerable autonomy, and, moreover, are harmoniously integrated in how everything within an ecosystem works.

Teoria e prática nas pesquisas com formação de professores: uma compreensão aberta à interação comunicativa

The following article aims to discuss the possibilities of communicative learning in relation to questions concerning the area of teacher education. To this end, we mapped the paradigmatic-epistemological approaches used to analyze the theoretical and practical relation in PhD graduate studies on teacher education carried out in Brazilian public universities for the past three years of assessment by CAPES (2007 - 2009). In the investigations addressing this subject, we sought to point out the common elements that enable communicational interaction in the solving of the same problems. It is an effort to recognize the plurality and objectivity that have been basing the educational production on the subject, trying to gather elements that help in the understanding of how to better tackle them.