Resumo

BATISTA, Giovani de Paula  e  PORTILHO, Evelise Maria Labatut. Styles, strategies and teaching techniques in basic education: teachers in continuing formation. Rev. Diálogo Educ. [online]. 2020, vol.20, n.64, pp.50-74.  Epub 22-Abr-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.064.ds03.

This paper presents the results related to the identification of the styles, strategies and teaching techniques in the basic education used by teachers in continuing education, from two schools in the same municipality of Paraná state, Brazil. The research methodology used is the hermeneutic phenomenology, in which sixteen teachers, eight from elementary school and eight from high school, participated in the continuing education program. As research instruments were used the Questionnaire Portilho/Banas of Teaching Styles and a classroom observation protocol developed by the research “Learning and Knowledge in Continuing Education”. It was possible to recognize the predominance of the dynamic teaching style, followed by the analytical, systematic and practical styles. The combined dynamic/analytical, systematic/analytic, and dynamic/ analytical/systematic/practical styles appeared once each. It was also evidenced the presence of the directive teaching strategy through the use of lecture and exercise resolution techniques; the dialogical strategy through the dialogued lecture teaching techniques, seminar, role play and the laissez-faire teaching strategy, characterized by the absence of Directiveness of pedagogical work. Given the results presented, it is evident the need to think and propose continuing education programs that enable teachers to develop differentiated teaching practices in order to enable learners greater autonomy and effectiveness over the learning process itself.

Palavras-chave : Teaching styles; Teaching strategies; Teaching techniques; Continuing education; Basic education.

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