2024-10-072024-10-072015MATIAS, Maria Helena Ferreira. Formação de professores de ciências naturais de 5ª a 8ª séries do ensino fundamental em uma escola do campo no município de Acará. Orientador: Pedro Paulo dos Santos. 2015. 47 f. Trabalho de Curso (Licenciatura em Ciências Naturais) – Faculdade de Ciências Naturais, Plano Nacional de Formação de Professores da Educação Básica – PARFOR, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2015. Disponível em: https://bdm.ufpa.br/jspui/handle/prefix/7304. Acesso em:.https://bdm.ufpa.br/jspui/handle/prefix/7304This work is the result of research in teacher education area, specificity of training of field schools of teachers, entitled Initial Training and Continuing Natural Science teachers from 5th to 8th of elementary school. The study was conducted in a field school in the municipality of Acara. The objective was to identify how the process has been conducted initial and ongoing training of CN teachers at the school in question. The selection of the school is guided to be the largest school in the rural Polo municipality of Acara, meeting demand of students of the five segments childhood education, early grades, final grades, Modular Teaching System and stages of adult education, making it the largest school to meet the public of these educational tracks. Knowing the difficulties the Natural Science teachers face in the process of continuing education, my role as coordinator next to these teachers and the socio-cultural diversity of the students who make up the educational dynamics of school. To obtain information interviews were conducted through questionnaires to teachers who work in the school teaching of Science and observation in locus. The analysis took as axis guiding question: initial and continuing education contributes to the CN collaborate teachers to the process of teaching and learning with the appreciation of the subjects of the field towards building knowledge and achieving rights? After analyzing the data, it was concluded that neither the initial and continuing education allows for a different practice due to numerous factors listed by respondents, particularly with regard to education policy teaching appreciation directed to science education and schools from Camp. The results and reflections on the continuing education indicate that the pedagogical practice of teachers investigated is characterized by the predominance of lecture, use the textbook as a major resources, insufficient laboratory practical classes and schedule for the Natural Sciences in school curriculum and the partial disengagement from the area of education with the daily lives of students. The results point to the development and execution of public policies that ensure the training of science teachers in the field of schools considering structural issues present in them.Acesso AbertoCiências naturaisFormação de professoresEducação do campoNatural sciencesTeacher educationRural educationCNPQ::OUTROS::CIENCIASTrabalho de Curso - Graduação - Monografia