EPISTEMOLOGICAL REFLECTION ON TEACHER TRAINING AND ACTIVE METHODOLOGIES

Authors

DOI:

https://doi.org/10.30681/faed.v40i.12944

Keywords:

Knowledge construction, Mathematics Education, Science Teaching

Abstract

This article presents an exploratory research of bibliographic nature and qualitative approach, which investigates the epistemological currents in the field of education, focusing on empiricism. The objective is to reflect on the continuing education of teachers and active methodologies for the teaching of Science and Mathematics. The research is based on the importance of experience, reason, and knowledge construction in the educational process. The analysis of articles and books related to the topic revealed that the approaches of John Dewey, Jean Piaget, and Paulo Freire continue to be widely studied and applied in the educational context, highlighting the impact of active methodologies on current pedagogical practice.

Downloads

Author Biographies

  • Juliana Lemes Izepilovski, IFMT/UNIC

    She holds a bachelor's degree in Pedagogy from the Federal University of Mato Grosso (2013). She completed her specialization in Early Childhood Education with a focus on Special Education at Afirmativo College, IEBJC (2015), and her specialization in Teaching for Professional and Technological Education at the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT) (2022). Currently, she is a master's student in the Stricto Sensu Graduate Program in Teaching at IFMT. She works as a full-time teacher at the Municipal Department of Education of Diamantino and the State Department of Education of Mato Grosso.

  • Geison Jader Mello, Federal Institute of Education, Science and Technology of the State of Mato Grosso (IFMT).

    He holds a Bachelor's degree in Natural Sciences and Mathematics with a specialization in Physics (2008), a Master's degree (2010), and a Doctorate (2013), both from the Graduate Program in Environmental Physics (PGFA) at the Federal University of Mato Grosso (UFMT), with a concentration in the Analysis and Modeling of Biosphere-Atmosphere Interaction. He is currently a Physics professor at the "Octayde" Cuiabá Campus of the Federal Institute of Mato Grosso (CBA IFMT). He teaches at the levels of Integrated High School, Subsequent Technical Education, Higher Education, and Graduate Studies. He is a permanent faculty member of the Graduate Program in Teaching - Academic Master's (PPGEn IFMT) and the Coordinator of the Graduate Program in Professional and Technological Education - Professional Master's (ProfEPT IFMT). His research focuses on topics related to Science and Mathematics Education, Active Methodologies, the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics), and Professional and Technological Education.

  • Sumaya Ferreira Guedes, Federal Institute of Education, Science and Technology of the State of Mato Grosso (IFMT).

    She holds a Bachelor's degree in Chemistry from the Federal University of Mato Grosso (2009), a Master's degree in Food Technology and Safety from Nova University of Lisbon - Faculty of Science and Technology (2010), and a Doctorate in Chemistry from the State University of Campinas (2016). Currently, she is a faculty member in higher education at the University of the State of Mato Grosso (Unemat) and a postdoctoral fellow in the Stricto Sensu Graduate Program in Teaching (PPGEn) at the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT) through the Support Program for Graduate Studies in the Legal Amazon / Postgraduate Development Program (PDPG - Legal Amazon).

  • Marcelo Franco Leão, Federal Institute of Education, Science and Technology of the State of Mato Grosso (IFMT).

    She holds a Bachelor's degree in Chemistry from the University of Santa Cruz do Sul (2006) and a Bachelor's degree in Physics from the University of the State of Mato Grosso (2015). She has a specialization in Educational Guidance from Dom Alberto College (2009) and a specialization in Racial Relations in Education and Brazilian Society from the Federal University of Mato Grosso (2012). She earned her Master's degree in Teaching from the University of Vale do Taquari (2014) and her Doctorate in Education and Teaching of Sciences from the Federal University of Rio Grande do Sul (2018).

    She has teaching experience in the field of Chemistry Education, having taught courses on Instrumentation for Chemistry Teaching, Methodologies for Chemistry Teaching, General Chemistry, Science, Technology and Society (CTS), and Analytical Chemistry at the higher education level. Since 2003, she has worked as a teacher in Basic Education, teaching Science, Chemistry, and Physics. Currently, she is a full-time EBTT professor at the Federal Institute of Mato Grosso (IFMT), Rondonópolis/MT Campus.

    She participates in the Research Group on Science and Mathematics Education in Baixo Araguaia (GPEnCiMa), registered with CNPq, and serves as an editor for the Journal of Teaching Practice. She is the area coordinator for the Teaching Initiation Program (PID) at the Confresa nucleus. She is a Permanent Faculty Member in the Graduate Program in Teaching (PPGEn - IFMT).

    She possesses strong communication skills, the ability to articulate and contextualize information, a commitment to continuous learning, logical reasoning skills, conflict resolution abilities, familiarity with computers and new technologies, a passion for research, a strong sense of responsibility, ethics, and integrity, as well as flexibility, adaptability, discipline, and negotiation skills.

References

BACICH, Lilian.; MORAN, José. (Orgs.). Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática. Porto Alegre: Penso, 2018.

CAPRA, Fritjof. O Ponto de Mutação: A Ciência, a Sociedade e a Cultura Emergente. 1° edição, Editora Cultrix, 1982.

CURVO, Evaleis Fátima.; MELLO, Geison Jader.; LEÃO, Marcelo Franco. A gamificação como prática de ensino inovadora: um olhar para as teorias epistemológicas. CUADERNOS DE EDUCACIÓN Y DESARROLLO, v.15, n.6, p. 4972-4994, 2023.

FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. 25ª. ed. São Paulo: Paz e Terra, 2002.

FREIRE, Paulo. Pedagogia do oprimido [recurso eletrônico] / Paulo Freire. - 1. ed. - Rio de Janeiro: Paz e Terra, 2013.

LACERDA, Flávia Cristina Barbosa; SANTOS, Letícia Machado dos. Integralidade na formação do ensino superior: metodologias ativas de aprendizagem. Avaliação, Campinas; Sorocaba, SP, v. 23, n. 3, p. 611-627, nov. 2018.

LIMA, Anselmo. et al. Como ajudar professores do magistério superior a transformar metodologias passivas em metodologias ativas na sala de aula: a prática da Clínica da Atividade Docente em foco. Revista brasileira de Estudo pedagogicos, Brasília, v. 104, e5468, 2023.

MUNARI, Alberto. Jean Piaget / Alberto Munari; tradução e organização: Daniele Saheb. – Recife: Fundação Joaquim Nabuco, Editora Massangana, 2010.

RECH, Greyson Alberto. Metodologias ativas na formação continuada de professores de Matemática. 2016. Dissertação (Mestrado Profissional em Ensino de Ciências Exatas) - Programa de Pós-Graduação Stricto Sensu em Ensino de Ciências Exatas, UNIVATES, Lajeado, 2016.

SANTIAGO, Eliete.; BATISTA NETO, José. Formação de professores e prática pedagógica na perspectiva freireana. Educar em Revista, Curitiba, Brasil, n. 61, p. 127-141, jul./set. 2016.

SAUL, Ana Maria.; SAUL, Alexandre. Contribuições de Paulo Freire para a formação de educadores: fundamentos e práticas de um paradigma contra-hegemônico. Educar em Revista, Curitiba, Brasil, n. 61, p. 19-35, jul./set. 2016.

TESSER, Gelson João. Principais linhas epistemológicas contemporâneas. Educar, Curitiba, n. 10, p. 91-98, 1995.

TRINDADE, Christiane Coutheux. John Dewey: o lugar da Educação na sociedade democrática. In: BOTO, C., ed. Clássicos do pensamento pedagógico: olhares entrecruzados [online]. Uberlândia: EDUFU, 2019, pp. 115-140. História, Pensamento, Educação collection. Novas Investigações series, vol. 9. ISBN: 978-65-5824-027-3. Available from: http://books.scielo.org/id/fjnhs/pdf/boto-9786558240273-07.pdf. https://doi.org/10.14393/edufu-978-85-7078-472-8

Downloads

Published

2024-12-31

Issue

Vol. 40 (2024): Revista da Faculdade de Educação - jan-Dez - Publicação contínua

Section

ARTIGO

License

Copyright (c) 2024 Juliana Lemes Izepilovski, Geison Jader Mello, Sumaya Ferreira Guedes, Marcelo Franco Leão

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

Licença CC-BY-NC

"Revista da Faculdade de Educação adota a licença Creative Commons BY-NC do tipo "Atribuição Não Comercial". Essa licença permite, exceto onde está identificado, que o usuário final remixe, adapte e crie a partir do seu trabalho para fins não comerciais, sob a condição de atribuir o devido crédito e da forma especificada pelo autor ou licenciante".




 

How to Cite

IZEPILOVSKI, Juliana Lemes; MELLO, Geison Jader; GUEDES, Sumaya Ferreira; LEÃO, Marcelo Franco. EPISTEMOLOGICAL REFLECTION ON TEACHER TRAINING AND ACTIVE METHODOLOGIES. Revista da Faculdade de Educação, [S. l.], v. 40, p. e402422, 2024. DOI: 10.30681/faed.v40i.12944. Disponível em: https://periodicos.unemat.br/index.php/ppgedu/article/view/12944. Acesso em: 6 apr. 2025.