EMANCIPATORY POLITICAL TEACHER EDUCATION: DISCURSIVE TEXTUAL ANALYSIS OF THESES AND DISSERTATIONS
DOI:
https://doi.org/10.31639/rbpfp.v16.i35.e792Keywords:
Natural sciences teaching, Elementary School, Continuing professional trainingAbstract
This article aims to analyze emancipatory political formative courses and their impacts on teachers working in the elementar school, teaching science. The research is exploratory, based on a literature review and Textual Discourse Analysis of national theses and dissertations. The results highlight the importance of gathering necessary information for building formative courses to guide planning and development of formative activities; during formative courses, a variety of activities and strategies were addressed to support teachers in improving their pedagogical practices; and, in the post-formative stage, teachers reported feeling more motivated and secure, thanks to the opportunity to explore concepts practically and interactively. However, the lack of post-formative advisory in some courses suggests the need for greater investment in this stage. This review provides insights to enhance future formative courses, aligning with teachers’ specific needs.
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Copyright (c) 2024 Darlize Déglan Borges Beulck BENDER, Giseli Duarte BASTOS, Maria Rosa Chitolina SCHETINGER (Autor)
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