A escola como lócus de formação docente: uma gestão bem-sucedida

Grigoli, Josefa A. G.; Lima, Cláudia Maria de; Teixeira, Leny Rodrigues Martins; Vasconcellos, Mônica

doi:10.1590/s0100-15742010000100012

Cited by 5 publications

(2 citation statements)

References 2 publications

(1 reference statement)

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“…For Grigoli et al (2010) among the verifiable factors of a quality school, the school climate stands out, which is closely linked to school management, its organization and form of leadership.…”

Section: School Climate and Educational Resultsmentioning

confidence: 99%

School Climate in the Brazilian school context: an integrative literature review

Alves

Pauls

Stoltz

et al. 2020

Int J Innov Educ Res

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The school establishes its educational practices through historical and social biases, existing outside and inside it. The present study demonstrated the continuous debate about the school context, its organization, management and dynamism, through an integrative literature review. The purpose of the research is to learn a little more about the school climate in the Brazilian educational context and what the scientific literature has been producing on the subject. The school climate has been studied for a few years, but only in recent years, through practical perspectives found in the studies, has is become possible to analyze the “reality” of the school climate in a more subjective way, exploring the concept from the perception of students as protagonists of their education. The school climate, therefore, is understood as a complex and comprehensive variable of affective, social and cognitive aspects that influence a school pedagogical practice. Notably, the articles mentioned in this study corroborate that the educational results are strongly influenced by the school climate. The positive or negative impact, depending on the climate that is established, has as a consequence the academic performance referenced by the teaching and learning process.

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Section: School Climate and Educational Resultsmentioning

confidence: 99%

School Climate in the Brazilian school context: an integrative literature review

Alves

Pauls

Stoltz

et al. 2020

Int J Innov Educ Res

View full text Add to dashboard Cite

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“…A análise de alguns elementos presentes nesses textos aponta para dois aspectos que, embora já venham sendo há muito tempo discutidos pela pesquisa na área (ABIB, 2002;GRIGOLI et al, 2010), continuam sendo problemáticos para as instituições formadoras: a desarticulação entre as disciplinas específicas com as didá-tico-pedagógicas e a pouca ou nula valorização da escola como lócus de formação docente.…”

Section: Introductionunclassified

Análise dos modelos didáticos pessoais apresentados por um grupo de licenciandos em Química

Júnior

Silva

2017

Ciênc. educ. (Bauru)

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Resumo: O objetivo do artigo é apresentar e discutir a influência das disciplinas pedagógicas na formação profissional de um grupo de licenciandos do curso de Química de uma universidade federal do estado de São Paulo. Para isso, utilizou-se um instrumento baseado nos modelos didáticos propostos por García Pérez nos anos 2000. Os resultados permitiram a identificação dos modelos didáticos desses alunos e indicaram que alunos que cursaram maior número de disciplinas de natureza didático-pedagógicas apresentaram modelos didáticos pessoais mais organizados e consistentes. Essa análise corrobora com resultados de outros estudos que apontam para a necessidade de articulação das disciplinas científicas com as pedagógicas e possibilitam lançar inferências sobre a construção da grade curricular e o próprio desenho do curso de formação de professores.Palavras-chave: Modelos didáticos. Formação inicial de professores. Ensino de química. Ensino superior. Abstract:The aim of this article was to present and to discuss the influence of the pedagogical courses in the teacher training of a group of Chemistry graduate students of a federal university in São Paulo State. For that, a methodology based on didactic models by García Pérez in the 2000s was used. The results allowed the identification of the didactic models of these students and they indicated that students who attended a larger number of pedagogical courses presented didactic models that were more organized and coherent. This analysis confirms the results of other articles which point to the need of an articulation between scientific and pedagogical courses, and it allows some suggestions for the university program and the teacher training course structure.

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