O encontro do tempo com pedagogos-mestrandos em ensino: entendimentos e suas relações com o contexto escolar.

Abstract

Based on reflections on time in teaching, one can see the essential figure of the teacher in the formation of the individual. By analyzing the understanding of this concept by teachers, we sought to reflect on the influence of these conceptions on everyday school life. In this sense, to compose this study, the following research question is presented: What are the understandings of teacher-pedagogues, master's students of a Science Teaching program, about the concept of time and its relationship with the school context? Therefore, our general objective is to explain the understandings of teacher-pedagogues, master's students of a Science Teaching program, about the concept of time and its relationship with the school context. We opted for a qualitative approach, in which data were produced through interviews, carried out via Skype. It is noteworthy that the subjects belong to the Graduate Program in Science Teaching and Mathematics Education at the State University of Ponta Grossa – PPGECEM/UEPG. In the survey of meanings, pre-indicators were pointed out, which were later listed in indicators, to then compose the process of meaning cores, which are the following: temporal organization: in which aspects of planning, curriculum organization and in relation to time are covered; mathematics and time: which takes into account the measures of time, classroom work and the mathematization of time; time and human action and understanding: which addresses aspects of human action, difficulties and thinking about the future; personal perceptions about time: which brings the understanding of each individual and the philosophical aspects in the conceptualization of time: which brings broader perceptions about the theme, which influence society. It was concluded that teachers' understandings are based on chronological time, bringing their influence to teaching.