Study Group: collaborative perspectives to the development of educational practice
DOI:
https://doi.org/10.47149/pemo.v4.e49212Keywords:
Study group, Collaborative Experiences, Educational PracticeAbstract
The present study was based around the perspective of collaborative work, and how it affects teaching practice. For this, it was outlined as a general objective to understand what possibilities the collaborative experiences lived in the Research Study Group on Education Knowledge and Teaching Learning (GEPESAD) promote educational practice, with a view to a formative character. To support the study, aspects of the theory of the following authors were brought up: Fiorentini (2013), Gama; Fiorentini (2009), Perelli; Garcia (2013), Farias et al (2009), Oliveira; Steps (2017). The questionnaire was used as a data collection instrument, applied with teachers in teaching, and they are members of the aforementioned study group, concomitantly. The evidenced elements constitute the research a qualitative approach. The collaborative perspective evidenced in the GEPESAD study group contributes to the improvement of knowledge and mobilizes the construction of new learning for teachers in teaching.
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Copyright (c) 2022 João Sandro de Sousa Paixão, José Erison Matias Oliveira, Francisco Mirtiel Frankson Moura Castro
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