DIFERENÇAS NA PRÁTICA DOCENTE DE DOIS PROFESSORES – NOVOS E ESPECIALISTAS – AO PROMOVER A CONSCIÊNCIA: uma análise sociocultural por meio do uso de recursos
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Uso de recursos, gestos, artefatosResumo
Este artigo apresenta alguns resultados de uma investigação mais ampla que analisa a prática de dois professores – novos e especialistas – da rede de teorias. Dessa forma, um quadro conceitual é projetado que aborda os componentes epistemológicos e didáticos da prática do professor. Assim, são incorporadas noções tanto da teoria da objetivação (TO) quanto da Abordagem Documentária da didática (ADD). Os dados apresentados e analisados correspondem às transcrições das gravações em vídeo de dois professores de Física do 11º ano (novato e expert), em situações de ensino originais. A discussão dos resultados visa determinar como a prática de cada professor difere do uso de recursos (físicos e conceituais) e meios semióticos de objetivação, com o objetivo de promover a conscientização do significado dos conceitos. Os resultados revelam diferenças significativas em ambos os professores na maneira como eles usam recursos e em como os significados são produzidos na sala de aula.
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