O caderno de alternância na formação dos educandos do curso Educação do Campo - Licenciatura de Dom Pedrito

Abstract

The researcher is immersed in the context of initial training of teachers of the first class of the year of 2014, in the course of education of the field which, among other instruments, uses the alternating notebook (CA), conducted a research with the objective of analyzing the role This in the formative process of the charges of the course of education of the field-degree, of the Federal University of Pampa-Uni, Campus Dom Pedrito-RS. The problem that came to the realization of this research was the contribution of the CA in the formation of the students of the said course. In order to respond to the problem stated, comparatively the first and seventh semesters were investigated through five categories in which they emerged after their analysis, which are: identity, concepts of education of the field and sciences of Nature, quotations, time and formative space and records and photographic images. In addition, to understand the conceptions and contributions of the CA in the vision of the charges, a data collection instrument was carried out, questionnaire. The methodology employed in this research follows the theoretical assumptions of Bardin (1977) and the data were subjected to an analysis classified as qualitative. The CA makes it possible to systematize and organize school knowledge at various levels of education ranging from the early years to the initial teacher training. Another assignment of the CA refers to the evaluation and self-assessment for both the educating and the teachers. The results show that the majority of the research participants consider the same as a helper tool in various aspects such as stimulating in writing, reading and organizing pedagogical work. They also highlighted that they would use it in the exercise of teaching to encourage the students in writing and reading. There was also a considerable change between the CA of the first semester and the seventh, since the seventh ones brought much more reflections, reports and criticisms. This refers us to the perception that the charges not only restrict themselves to the use of quotations and texts ready to express their ideas and learning, that is, when passing the semesters studied they appropriated the reflective and autonomous writing. It is also understood how the charges value the practical lessons in laboratories, seminars, lectures, at last, in which the appropriation of knowledge is more significant.