Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-03-30T19:13:42Z No. of bitstreams: 1 Priscylla K. M. C. S. de God¿i.pdf: 1159062 bytes, checksum: 23bac41fc4410cef46bec09a2b13c9e6 (MD5) / Made available in DSpace on 2015-03-30T19:13:43Z (GMT). No. of bitstreams: 1 Priscylla K. M. C. S. de God¿i.pdf: 1159062 bytes, checksum: 23bac41fc4410cef46bec09a2b13c9e6 (MD5) Previous issue date: 2013-12-18 / Universidade Católica de Santos - Católica de Santos / The main aim of this work is to understand the teaching expertise of Brazilian High School Philosophy teachers, with regard to training requirements and teaching practices. Based on the philosophical ideas developed in the Brazilian historical educational context by Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) and Palma Filho (2011), and an analysis of official documents (BRASIL, 1998, 1999, 2002 and 2006; SÃO PAULO, 2008, 2011), this work discuss the current status of Philosophy as a subject in official documents and in the curriculum of São Paulo schools. It also has its foundations in theoretical references such as Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) and Gallo (2012), in respect to teaching and the Philosophy teacher, in addition to those authors who deal with teacher training, knowledge and practice, such as Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) and, above all, Gimeno Sacristán (1995), regarding the established practice system. The research follows a methodological approach of a qualitative nature, using a questionnaire to interview 25 Philosophy teachers from private and public schools in São Paulo State. All collected data was analyzed using the content analysis technique (BARDIN, 2011), and regrouped into six thematic axes: academic training, knowledge of the documents which form the basis of the teacher¿s work; the perception of teaching, the perception of the teaching reality; techniques and practice and continued professional training. The results show: 1st, knowledge related to professional training (for those who do not have a specific graduation in Philosophy); subject expertise, which relates theory and practice and is the fundamental basis for pedagogical action, curriculum knowledge which reveals the importance of actions inside and outside the classroom; and experiential knowledge, which forms the basis of and accompanies the process of teacher training, experience and performance; 2nd, knowledge acquired during training and educational practice, which constitutes a professional identity for this teacher; and 3rd, the need to reflect on how to overcome difficulties regarding school structure, work conditions, investment in continued training and the use and improvement of new technology. / Este trabalho tem como objetivo geral compreender quais saberes docentes estão presentes na percepção dos professores de Filosofia de Ensino Médio, de acordo com as necessidades de formação e a prática de seu ensino. Fundamentando-se nas ideias filosóficas desenvolvidas no contexto histórico educacional brasileiro, referendadas por Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) e Palma Filho (2011), assim como na análise de documentos oficiais (BRASIL, 1998, 1999, 2002 e 2006; SÃO PAULO, 2008, 2011), este estudo discute a presença curricular do ensino de Filosofia na Proposta e no Currículo do Estado de São Paulo. Também, baseia-se em referenciais teóricos como Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) e Gallo (2012), no que diz respeito ao ensino e ao professor de Filosofia; além daqueles que tratam da formação de professores, dos saberes e práticas docentes, tais como Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) e, em especial, Gimeno Sacristán (1995), ao abordar o sistema de práticas aninhadas. A pesquisa adota uma abordagem metodológica de caráter qualitativo, utilizando-se de um questionário aplicado a vinte e cinco professores de Filosofia da rede pública e privada do Estado de São Paulo. Os dados coletados foram analisados, também, por meio da técnica da análise de conteúdo (BARDIN, 2011), e redimensionados em seis eixos temáticos, abrangendo: a trajetória de formação; o conhecimento sobre os documentos que amparam o trabalho do professor; a percepção da docência; a percepção da realidade docente; as ações de sua prática; e a formação continuada. Os resultados indicam: 1º saberes relacionados à formação profissional (para os que não possuem graduação específica em Filosofia); saberes disciplinares, que relacionam a teoria com a prática, sendo determinantes para a atuação pedagógica; saberes curriculares, que revelam a importância de ações intra e extraclasses; e saberes experienciais, que fundamentam e acompanham o processo de formação, experiência e atuação docente; 2º saberes impressos na formação e na prática educativa, que constituem uma identidade profissional para esse professor; e 3º a necessidade de refletir sobre a superação das dificuldades quanto à estrutura das escolas, às condições de trabalho, aos investimentos da formação continuada; e ao uso e aprimoramento das novas tecnologias.

Cette thèse analyse l’expérience lycéenne au Brésil dans le contexte de massification de ce niveau scolaire. Des entretiens semi-structurés ont été menés avec des lycéens inscrits dans des lycées publics et privés, à recrutement social contrasté, situés dans la ville brésilienne de Curitiba. La définition de l’école et du travail des lycéens, empruntée à la sociologie de l’expérience scolaire, a guidé l’analyse du matériel empirique. La première épreuve lycéenne est de gérer la sociabilité et l’efficacité scolaire. Les rapports aux collègues, aux professeurs et le choix de l’établissement dépendent des logiques priorisées par les lycéens. L’autre épreuve est de donner du sens aux connaissances scolaires. Les lycéens cherchent l’intérêt et l’utilité de ce qu’ils apprennent au lycée mais, ils n’arrivent pas toujours à les trouver. La logique de la subjectivation qui guide les découvertes et réveille les passions par des connaissances scolaires, est subordonnée à la logique instrumentale par laquelle les lycéens cherchent l’efficacité dans leur préparation aux concours d’entrée sélectifs des universités. L’enjeu de leur scolarité au lycée est d’accéder à l’université, à l’image des modèles, des proches qui ont réussi, ou de contre-modèles, ceux qui ont des métiers peu valorisés et parfois même des routines exténuantes. Si les épreuves de l’expérience lycéenne sont communes, les ressources des lycéens, qu’elles soient d’origine sociale ou de secteur du lycée sont inégales, d’où la difficulté de les surmonter. Les sentiments d’injustice du système scolaire ont engendré des mouvements lycéens revendiquant de meilleures conditions dans les lycées publics. / The present thesis analyses the schooling experience of high school students in the context of high school expansion in Brazil. High school students enrolled in private and public high schools with contrasting social recrutement were interviewed in Curitiba, Brazil. The sociological definition of the school and of the students’ work, taken form the sociology of social experience theory, guided the analysis of the empiric data. The first challenge high school students face is to dose their social life and their school outcomes. Their relations to their colleagues, their teachers and their school choice depend on whether the students prioritize an instrumental action logic or an action logic that seeks their integration in a peer group, in a class. Other challenge is to give meaning to school content. The high school students search for the interest and the utility of what they learn at school but, they do not always find it. The subjectivation logic that guide their intellectual findings and reveal passions for school contents is subordinated to the instrumental logic through which students look for the effectiveness in their preparation for the selective exams for university admission. The goal is to make it to college, as did their models, family members and close friends who made it, and to avoid the devalued and in some cases, extenuating jobs, their counter-models have. The challenges present in the high schooling experience are common to all high school students interviewed, however, the resources they dispose to face them are unequal. These vary according to the social background and the school sector student is enrolled. The feeling of the injustice of the educational system lead to students’ mouvements demanding better schooling conditions in public high schools.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-13T11:09:12Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Dorgival Fidellis de Souza - 2014.pdf: 2095231 bytes, checksum: 65e25085d6c9748ee4eeb885c21aaabc (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-13T11:09:26Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Dorgival Fidellis de Souza - 2014.pdf: 2095231 bytes, checksum: 65e25085d6c9748ee4eeb885c21aaabc (MD5) / Made available in DSpace on 2015-01-13T11:09:26Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Dorgival Fidellis de Souza - 2014.pdf: 2095231 bytes, checksum: 65e25085d6c9748ee4eeb885c21aaabc (MD5) Previous issue date: 2014-03-07 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / In this work, we made a theoric essay about the foundations of probability ax- iomatic de nition, proposed by A. N. Kolmogorov and its implications in probabilistic models of the binomial experiment, exploring concepts and elements innate from dis- crete mathematics that is relate to the additive and multiplicative principles, simple combinations, Pascal ´s triangle and Newton´s binomy. Also, we study the probabil- ity applied to the discrete case throughout experiments de nition, events and random variables, so that we could substantiate our problem application proposal, about infor- mation transmitting between central series to brazilian high school. / Neste trabalho, zemos um ensaio teórico sobre os fundamentos da de nição ax- iomática da probabilidade proposto por A. N. Kolmogorov e suas implicações ao modelo probabilístico de um experimento binomial, explorando conceitos e elementos próprios à Matemática discreta que se relacionam aos princípios aditivo e multiplicativo, com- binações simples, triângulo de Pascal e binômio de Newton. Também, estudamos a probabilidade aplicada ao caso discreto passando pela de nição de experimentos, even- tos e variáveis aleatórias a m de fundamentar nossa proposta de aplicação de um problema sobre transmissão de informações entre centrais em série ao Ensino Médio.