Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
CEMEB
(...) o trabalho docente competente um
trabalho
que
faz
bem.
a q u e l e em que o
de
proporcionar
algo
bom
para
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Professor (a)
si
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SMEC/UAB ITAPEVI
2014
http://pt.scribd.com/doc/8552687/Compreender-e-Ensinar
ATIVIDADE 01
Encontros 01e 02 (Ref. Unidade I)
Durao: 2 horas (em grupos de 03 integrantes)
Contedo: Palestra - Mrio Sergio Cortella - Qual a postura ideal do professor?
Ensinar um exerccio de imortalidade. De alguma forma
continuamos a viver naqueles cujos olhos aprenderam a ver o
mundo pela magia da nossa palavra. O professor, assim, no
morre jamais.
Rubem Alves
INTRODUO
Estudar, ler e debater, em muitos momentos mexe com convices antigas; questiona
prticas e conhecimentos adquiridos, e nos convida a experimentar ou simplesmente pagar
para ver Quando assumimos uma postura investigativa e de investimento na prpria
formao, nos lanamos em um caminho sem volta A profissionalizao do magistrio,
que estamos conquistando a duras penas, depende no s da forma como as instituies e a
sociedade tratam os professores, mas tambm de como ns prprios nos tratamos como
profissionais.
DESENVOLVIMENTO: Aps assistir a palestra do Prof. Cortella: Qual a postura ideal do
Professor, responda s questes:
1-
PROBLEMATIZAO:
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ATIVIDADE 02
Encontros 03 e 04 (Ref. Unidade I)
Durao: 2 horas (em grupos de 03 integrantes)
Contedo: Criana v, criana faz! O currculo oculto na escola Blog FOR+Pro AQUI>>>
Palavras chave: Currculo oculto; observao crtica; rotina escolar; ambiente escolar.
B) Quais sugestes seu grupo prope que, includos na rotina e organizao da escola,
poderiam enriquecer o seu currculo oculto e favorecer a formao de comportamentos
autnomos (no condicionamentos) desejveis nas crianas?
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Sugestes e crticas: envie para: uabformaispro@gmail.com
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C) O artigo Indagaes sobre o currculo, na pgina 31 fala do Daltonismo Cultural e
na pgina 25, chama-nos a ateno para... O processo de construo do
conhecimento escolar [que] sofre, inegavelmente, efeitos de relaes de poder.
(manda quem pode e obedece quem tem juzo) Reflita e discuta com seus colegas
do grupo, argumentando CONTRA ou a FAVOR destas afirmaes com base na sua
experincia docente. Levem em conta as relaes interpessoais de todos os atores da 6
comunidade escolas: professor/aluno; escola/pais; equipe de gesto/funcionrios;
alunos/alunos)
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ATIVIDADE 03
Encontros 05; 06; 07 e 08 (Ref. Unidade II)
Durao: 4 horas (em grupos de 03 integrantes)
Contedo: Principais conceitos abordados por Vygotsky: Blog FOR+Pro AQUI>>>
Palavras chave: Desenvolvimento; aprendizagem; Zona de desenvolvimento proximal.
DESENVOLVIMENTO: Assista aula da Professora Marta Kohl e registre os principais
conceitos apresentados.
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G) Vocs acham que a Educao, em geral, considera a importncia da linguagem para a
compreenso generalizada do mundo por meio da construo de conceitos ou apenas
para a comunicao? A escola explora intencionalmente a imaginao e o pensamento de
natureza simblica das crianas e as ajuda entrar no mundo dos significados?
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ATIVIDADE 04
Encontros 09 e 10 Ref. Unidade III)
Durao: 2 horas (em grupos de 03 integrantes)
Contedo: principais conceitos abordados por J. Piaget FOR+Pro AQUI>>>
Palavras chave: estgios de desenvolvimento; inteligncia.
DESENVOLVIMENTO: Assista aula do Professor Yves e registre os principais conceitos
apresentados.
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1) Analise as atividades 1 e 2 (abaixo) e responda as questes apresentadas nas Pgs. 12/13
(Nesta reflexo, voc vai precisar exercitar a Empatia, ou seja, colocar-se no lugar dos
alunos, OK?)
10
Voc conhece mais algumas outras imagens que pertence mesma famlia destas
acima? D alguns exemplos? Como so exploradas nas atividades com os alunos?
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Sugestes e crticas: envie para: uabformaispro@gmail.com
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BLOCOS
Observe os blocos de construo abaixo representados:
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12
QUESTO 02: Estas 02 atividades so mais adequadas para crianas de qual estgio de
desenvolvimento? Justifique?
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ATIVIDADE 05
Encontros 11; 12; 13 e 14 (Ref. Unidade IV e V)
Durao: 4 horas (Individualmente com acompanhamento do (a) Coordenador (a))
Palavras
chave:
Situao
de
Aprendizagem;
sequncia
didtica;
estrutura;
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Comente a sua escolha:
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Questo 02: Escolha uma das expectativas de aprendizagem abaixo e Planeje uma
Situao de Aprendizagem correspondente:
A) Apreciar texto literrio 1 ou 2 ano
B) Ler e interpretar, com a ajuda do professor, textos com contedos conceituais de
diferentes reas do conhecimento e em diferentes gneros. 4 ano
C) Conceituar, Identificar e produzir textos dos gneros: Instrucional e publicitrio
3 ou 4 ano do Ciclo I
D) Planejar e participar de situaes de uso da linguagem oral sabendo utilizar
alguns recursos e procedimentos da escrita para organizar a exposio. 5 ano
Objetivo pedaggico:
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Previso de durao:
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Recursos necessrios: (o qu preciso providenciar)
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Sondagem ou diagnstico inicial: (como fazer?)
Sugestes e crticas: envie para: uabformaispro@gmail.com
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Estratgia de sensibilizao e educativa: (como ensinar)
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Atividade e sequncia didtica: (o que propor primeiro; depois...)
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Estratgia de acompanhamento e avaliao:
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E se alguns alunos no atingirem a expectativa de aprendizagem ao final da sequncia?
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ATIVIDADE 06
Encontros 15 e 16 (referente a Unidade VI)
Durao: 2 horas (Individualmente com acompanhamento do (a) Coordenador (a))
Palavras chave: estgios de desenvolvimento; inteligncia.
Contedo: Artigo Relacionamentos interpessoais na famlia e na escola e a rejeio
entre crianas da Prof Dr Mrcia Melo.
Sugestes e crticas: envie para: uabformaispro@gmail.com
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A forma como o professor se relaciona com os alunos estabelece uma referncia para a
constituio de regras e valores que permeiam a convivncia entre essas crianas.
Tomando em conta esta afirmao contida no texto, quais aes suas voc observa
influenciar a forma como as crianas se relacionam entre si?
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Diante de um aluno que interage pouco com voc e com os colegas, como voc costuma
agir?
enfrentado.
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Em sua sala de aula h a formao de grupinhos de alunos? Uma vez que voc os tenha
identificado, como voc avalia este tipo de movimento dos alunos?
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Na tabela abaixo, descreva algumas aes que voc tem adotado para possibilitar maior
interao entre os alunos. Considere 0 (no funciona), 1 (funciona poucas vezes) e 2
(funciona a maioria das vezes). Discuta com seus colegas os motivos pelos quais essas
aes funcionam ou no.
AES DO PROFESSOR
O QUANTO FUNCIONA
012
012
012
012
012
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012
012
ATIVIDADE 07
Encontros 17; 18; 19 e 20 (Ref. Unidade VII)
Durao: 4 horas (individualmente com acompanhamento do (a) Coordenador (a))
Contedo: Situaes de Aprendizagem em Matemtica AQUI>>>
Palavras chave: conceitos matemticos; nmeros e operaes; espao e formas;
grandezas e medidas.
DESENVOLVIMENTO: Aps visitar o site Mdmat selecione uma situao de
aprendizagem sugerida e desenvolva- com sua turma. Solicite o acompanhamento do (a)
Coordenador (a) pedaggico para juntos, fazerem as seguintes observaes:
B) Materiais e recursos
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D) Sensibilizao
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G) Dificuldades encontradas durante o desenvolvimento:
Por voc:
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Pelos alunos:
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H) Formas de avaliao
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Sugestes e crticas: envie para: uabformaispro@gmail.com
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I) Resultados obtidos
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J) Outros registros
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K) Qual sua opinio sobre as atividades propostas pelo site da turma do Zeroberto e dos
cadernos do Programa Ler e Escrever? O qu poderia impedir de realiz-las na escola?
Sugestes e crticas: envie para: uabformaispro@gmail.com
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Sugestes e crticas: envie para: uabformaispro@gmail.com