Formação de professores em ciências: um diálogo acerca das altas habilidades e superdotação em rede colaborativa
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Data
2010
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Resumo
The paradigm of inclusion involves restructuring of education
systems, from the training of teachers. This study analyzes the discursive
interactions between a group of teachers in science as a strategy for
training and continuing in a collaborative network, focusing the high abilities
and gifted. Intentioned know the relationship of individuals in a network
structure, ie its subject and the social connections that involves this
relationship. Based on a socio-historical and cultural theory develop a
research participatory. The results suggest that this strategy of training of
teachers appreciated owned knowledge of the subject and the importance of
commutation between such corroborating to form an teacher identity
capable of, in the dynamics of the theory-practice, be constituted as an
autocritics community which rethinking of their professional procedure.
Descrição
Palavras-chave
Educação inclusiva, Rede colaborativa, Formação de professores, Altas habilidades, Superdotação, Inclusive education, Collaborative network, Teacher training, High abilities, Gifted
Citação
PROCÓPIO, Marcos Vinicios Rabelo et al. Formação de professores em ciências: um diálogo acerca das altas habilidades e superdotação em rede colaborativa. Revista Electrónica de Enseñanza de las Ciencias, Vigo, v. 9, n. 2, p. 435-456, 2010.