A pesquisa desenvolvida tem o objetivo geral de analisar com a literatura pedagógica na relação com a legislação oferece bases para compreender o estágio curricular supervisionado como possibilidade para o desenvolvimento profissional dos docentes formadores que atuam em cursos de licenciatura e nos cursos do ensino médio integrado numa instituição de educação profissional tecnológica. Os objetivos específicos são: caracterizar os fatores históricos-teóricos-legais da formação de professores da Educação Profissional e Tecnológica; identificar as concepções de formação de professores na Licenciatura em Física; identificar as concepções de estágio na legislação educacional e no projeto pedagógico do curso de Licenciatura em Física; compreender teoricamente o potencial das atividades de estágio para o desenvolvimento profissional e a profissionalidade dos docentes da instituição formadora. E por questão central compreender as relações entre o campo da formação específica do ensino da física e o campo de conhecimento da pedagogia e da didática, a partir da prática do estágio no curso investigado. A teoria da pedagogia históricocrítica e da didática como eixo fundamental da ação pedagógica constituem seus fundamentos teóricos para compreensão da problemática e construção da materialidade sócio-histórica-educacional no âmbito da formação de professores para educação básica na realidade brasileira, na qual o ensino de física está situado. As análises dos dados são apoiadas em Freire (1982), Saviani (1996), Pimenta (2012), Pimenta e Lima (2017), Almeida (2012), Almeida e Pimenta (2014), Marin (2009), Kuenzer (2013), Franco (2015), Libâneo (2012), Imbernón (2010), Nóvoa (2009, 2017). Esses autores nos permitem compreender os conceitos de práxis educacional, estágio crítico-reflexivo, mediação didático-pedagógica, profissionalidade e desenvolvimento profissional. Coerente a esse referencial teórico e à natureza do objeto da pesquisa os autores Minayo (2014), Pinto (1969) e Frigotto (2010) nos permitem sustentar a escolha e a realização da pesquisa qualitativa, com vistas à compreensão do fenômeno e a escolha dos procedimentos e instrumentos que foram utilizados para a coleta de dados. As análises foram elaboradas conforme a Análise de Conteúdo Bardin (2011). A categoria da supervisão e orientação didático-pedagógico da área de conhecimento específico e área de formação pedagógica se configurou como uma possibilidade de compreensão sobre a materialidade do curso de licenciatura e da prática pedagógica do estágio no sentido de reconfigurar as condições do trabalho docente. Em síntese, a prática do estágio ampliará o desenvolvimento profissional dos docentes supervisores quando situado no contexto histórico formativo, político e social, na medida em que atividade individual de supervisão do estágio for superada pela realização de atividades coletivas que transformam o modo dos licenciandos vivenciarem a formação inicial, ao tempo que ampliando as possibilidades formativas compreendam os fundamentos do seu trabalho como instrumento humanizador do processo de ensino e aprendizagem, os sujeitos o tornem também em elemento humanizador de si próprios na e pela práxis. / The presented research\'s intent is to analyse with pedagogical literature in the relation with legislation offers bases to understand the supervised curricular stage as a possibility of professional development of supervisor teachers who work on licensure and high school courses linked to a professional technological institute of education. The specific intents are: to characterize the historical-theoretical-legal factors during formation of teachers who act on Professional and Technological Education; to identify the conceptions of formation of teachers on Licensure on Physics; to identify the conceptions on stage and on Educational Legislation and on pedagogical project on Licensure on Physics; to understand theoretically the potential of stage activities for professional development and the professionality of teachers from supervisor institution. And as main point to understand the relations between the field of specific formation on physics teaching and the field of knowledge of pedagogy and didactics throught the pratice of stage in the investigated course. The theory of historicalcritical pedagogy and of didactics as main axis of pedagogic effort constitute their theoric cornerstones to understand the problem and construction of social-historical-critical materiality about the formation of teachers for elementary education at brazilian reality, where the teaching of physics is at. The data analyses are supported by Freire (1982), Saviani (1996), Pimenta (2012), Pimenta and Lima (2017), Almeida (2012), Almeida and Pimenta (2014), Marin (2009), Kuenzer (2013), Franco (2015), Libâneo (2012), Imbernón (2010), Nóvoa (2009, 2017). Those authors allow us comprehend the concepts of educationl praxis, critical-reflexive stage, didactical-pedagogical mediation, professionality and professional development. Following the theorethical reference and the provenance of research target the authors Minayo (2014), Pinto (1969) and Frigotto (2010) allow us sustain te choice and achievement of the qualitative research, aiming at the comprehension of that phenomenon and the choice of procedures and tools which were used during the data collection. The analyses were formulated according to the Bardin\'s Content Analysis (2011). The category of didactical-pedagogical supervision and orientation of the specific knowledge area and pedagogical formation area was set as a comprehension possibility about materiality of licentiate course and of pedagogical pratice of the stage aiming to reset the teacher\'s working conditions. Finally, the pratice of stage will improve the professional development of supervisor teachers when they\'re placed in the historical, political and social context, as the supervisoring individual activity is overcome by achievement of collective activities which transmute the way in which the licentiate students live the initial formation, as they improve the formative possibilities understanding the cornerstones of their work as a tool which will humanize the teaching and learning processes, the subjects make of it a humanizator element of themselves in and by the praxis.

"FORMAÇÃO DO PROFESSOR E O ENSINO DE HISTÓRIA: Espaços e Dimensoes de Práticas Educativas" tem como objetivo central acompanhar a trajetória formativa do profissional do ensino de História. Entendendo que a formação do profissional ocorre em diversos espaços e dimensões da vida do sujeito em questão, a pesquisa buscou acompanhar esses diferentes aspectos. Dessa forma, debruçou um olhar sobre cursos universitários de História (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) e alguns espaços de formação continuada tais como cursos de pós-graduação em Educação (especialização, mestrado, doutorado) e atividades oferecidas pelos Centros de Formação das Secretarias Municipal e Estadual de Educação (CAPE e CERP, respectivamente). Além de levantamento bibliográfico e documentação institucional (histórico, projetos curriculares; publicações; regime de trabalho e titulação do corpo docente; programações; sistema de avaliação) foram fontes as entrevistas com coordenadores, professores e ex-alunos dos cursos, assim como a análise de questionários aplicados a alunos no início e término dos cursos de História. O recorte espacial para tal pesquisa foi a cidade de Belo Horizonte e o recorte temporal privilegiado o período compreendido desde os anos 80 do século passado até os dias de hoje. / The main purpose of Teacher's education and the teaching of history: spaces and dimensions of educational practices is to investigate the educational experience of student teachers of history. Assuming that professional education accurs in many diferent spaces and dimensions of a person's life, this research attempted to understand these different aspects. Thus, it focused on graduation courses of history (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) and some spaces of continuing professional education such as post-graduation courses in education (specialization, master’s degree and doctor's degree) and activities offered by Professional Development Centers of local and state Departments of Education (CAPE and CERP, respectively). Besides bibliographical and institutional documentation survey (historical, curricular projects, publications, work regulation, teachers' titles, programs, evaluation system), interviews with coordinators, professors and former pupils have been used as sources of data, as well as analysis of questionnaires applied to students who are beginning and ending their history courses. This research took place in Belo Horizonte and the period of time considered extends from the 80's up to the present.

This diploma thesis deals with the topic of Mutual collegial support in the Step by Step program. It examines how this support is implemented at a selected innovative school. In the theoretical part describes the professional development of a teacher, mutual collegial support, mentoring in teaching and mentor quality. It focuses on the educational activities of Step by Step Czech Republic. In the case study, the research part describes the realization of collegiate support, especially in the form of mentoring. This research method is based on participating observations, in-depth interviews, questionnaires, material and video analysis. A portrait of a mentor, which depicts her style of work, is created in the form of a metaphorical comparison. And it also describes individual forms of collegial support and its benefits or possible constraints. Key words Collegial support, professional development of teachers, Step by Step program, mentoring in teacher education, mentoring relationship

Made available in DSpace on 2016-04-27T16:32:47Z (GMT). No. of bitstreams: 1 Daniela Olorruama.pdf: 1146440 bytes, checksum: a638e44b7307d005daa498a1e77cc19f (MD5) Previous issue date: 2013-04-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This empirical study discusses teacher preparation and practices with the intention of examining the elements present in the process of professionalization and performance in the teaching profession, regarding both cultural development as well as its declination semi-erudition. The main objective of this study was to identify and analyze aspects related to the cultural development and leisure time activities of teachers. In order to meet this objective, a structured interview format was used, making it possible to obtain this information. The interview contained seven themes divided into the following blocks: work schedule, initial and continuing teacher education, political participation, self-study, the functions of education, leisure time, and daily tasks. The interview was carried out with 21 middle and high school teachers from the state public school system, all of whom teach in the city center of São Paulo. The study seeks to identify whether these teachers present any rate of cultural development, as defined by Adorno, in addition to the activities they take part in, whether in their leisure time or at other times in the social lives of these teachers. In this perspective, the theoretical background used in the elaboration and development of this study were the writings of Max Horkheimer, Theodor Adorno, and Herbert Marcuse on the Critical Theory of Society as they refer to the concepts of culture, cultural development, semi-erudition, as well as texts related to education and leisure time. For the purposes of this analysis, the information obtained was grouped into categories: teacher preparation and practices, political engagement, leisure time activities, and the function of education. The discussion was carried out on the basis of the theoretical references and the application of statistical tools which allowed for the data to be analyzed. The results indicate that there is a tendency towards the predominance of elements of semi-erudition in the preparation of teachers, as well as in their leisure time activities and other activities related to their social lives. It was also possible to confirm the hypothesis that the teachers did not present a position that could be differentiated from each other in regards to political participation. By the same token, it was possible to detect a conceptual analogy in relation to the functions attributed to education. It is important to point out that political participation by teachers at school is significantly higher than their participation in the teachers‟ union, which could indicate rates of resistance, critical consciousness and persistence in the anxiousness for improvements in education / Esta investigação empírica discute à formação e o trabalho docente, no intuito de explorar os elementos presentes no processo de profissionalização e atuação na docência, concernentes tanto à formação cultural como ao seu declínio: semiformação. O objetivo principal deste estudo foi identificar e analisar os aspectos relacionados à formação cultural e as atividades do tempo livre dos professores. Para atingir tal objetivo, foi empregado como instrumento, um roteiro de entrevista estruturada, que permitisse a obtenção dessas informações. O roteiro contém sete temas divididos em blocos, a saber: rotina de trabalho; formação inicial e continuada; participação política; autoformação; função da educação; tempo livre; e tarefas diárias. O instrumento foi aplicado em 21 profissionais do Ensino Fundamental II e Ensino Médio da Rede Estadual, os quais exercem a docência em escolas localizadas na região central da cidade de São Paulo. Buscou-se saber se esses professores apresentariam indícios de formação cultural, tal como definida por Adorno. E, quais seriam as atividades desenvolvidas, seja no chamado tempo livre ou nos outros momentos da vida social dos docentes. Nessa perspectiva, o referencial utilizado na elaboração e desenvolvimento do estudo, foram os escritos dos autores da Teoria Crítica da Sociedade Max Horkheimer, Theodor Adorno e Herbert Marcuse, referentes aos conceitos de: cultura e formação cultural, semiformação, assim como os textos relacionados à educação e ao uso do tempo livre. Para efeito de análise, as informações obtidas foram agrupadas em categorias: formação e trabalho docente; engajamento político; atividades do tempo livre; e, função da educação. A discussão foi embasada no referencial teórico e na aplicação de recursos estatísticos que permitissem a análise dos dados. Os resultados indicaram de que, há tendência de predominância dos elementos da semiformação no processo de formação do professor, assim como, os docentes tendem a desenvolver as mesmas atividades no tempo livre ou em outras ocasiões de sua vida social. Também se confirmou a hipótese de que os professores apresentam posicionamento similar quanto à participação política. Do mesmo modo, que se constatou a tendência de apresentar concepção análoga em relação à função atribuída à educação. Cumpre ressaltar que o engajamento político dos docentes na escola é significativamente superior à participação no sindicato, o que pode se constituir como indícios de resistência e consciência crítica, nos quais ainda persiste o anseio por melhorias na educação

Esta pesquisa teve como objeto de estudo a implantação da política educacional do ensino fundamental de nove anos, tal como expressa na lei federal no. 11.274/06. Partiu-se da suposição básica de que mudanças educativas efetivas dependem da implicação dos atores diretamente envolvidos com as práticas no interior das escolas. O compromisso da investigação foi trazer possíveis respostas aos seguintes questionamentos: como procedeu-se à implantação da política de ampliação do Ensino Fundamental para nove anos em um município do interior paulista? Que debates e medidas formativas foram considerados pela gestão educacional do município? No âmbito de duas unidades de ensino fundamental, que discussões sobre a política de ampliação foram feitas e quais processos formativos foram desenvolvidos? Como objetivos específicos constaram: investigar que medidas foram consideradas pela gestão local visando à implantação da política no município; averiguar qual a inserção e participação de professores na implementação dessa política em duas escolas públicas municipais do interior paulista; compreender quais ações formativas foram desenvolvidas na esfera local e, particularmente, nos contextos de trabalho, visando ao acolhimento da política educacional; identificar que impressões gestores locais e professores das unidades estudadas revelaram a respeito de suas vivências no processo de implantação. Como referenciais teóricos, o estudo baseou-se nos textos dos documentos legais, nos estudos de Michael Fullan e Andy Hargreaves para abordar os conceitos de inovação e mudança educativa e nas formulações a respeito da formação de professores e profissionalismo docente de autores como António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire e outros. A investigação de natureza qualitativa (LANKSHEAR, KNOBEL, 2008) constou de um estudo de caso múltiplo (STAKE, 1999; YIN, 2005) envolvendo duas unidades educacionais públicas de Ensino Fundamental I e II pertencentes à Secretaria Municipal de Educação de Taubaté/SP. Com o estudo, constatou-se que a implantação do ensino fundamental de nove anos preteriu do debate e do envolvimento os profissionais da educação. Identificou-se que as escolas estudadas não estavam devidamente organizadas tanto no que tange à infraestrutura para receber o público mais novo de seis anos, como também no tocante às suas propostas pedagógicas. Os depoimentos das professoras indicam que elas foram conduzidas a pensar estratégias emergenciais para atender crianças de seis e sete anos que estavam no 1º e no 2º ano, respectivamente. Além disso, a adoção de um sistema apostilado não atendeu às necessidades daquela população escolar do ensino fundamental. Conclui-se que há um enorme abismo entre o texto da lei, as orientações emanadas da esfera federal e aquilo que aconteceu no nível da municipalidade e, mais, no nível das unidades de educação do município. / The object of study of this research was the implementation of the nine-year elementary school educational policy, as expressed in the Federal Law 11.274/06. This research was based on the basic assumption that effective educational changes rely on the implication of the actors directly involved with the school practices. In this context, this investigation was committed to bring possible answers to the following questions: how was the extension policy from the eight to the nine-year elementary school implemented in a city in the interior of the São Paulo State? Which debates and formative measures did the city´s educational council consider? In the sphere of two elementary schools, what were the discussions about this extension policy and which formative measures were developed? The specific objectives of this research comprised: investigate the measures considered by the local management with regards to the implementation of this policy in the city; inquire into the insertion and participation of teachers in the implementation of this policy in two municipal public schools in the interior of the São Paulo State; understand which formative actions were developed in the local sphere and particularly in the working context aiming at the reception of this educational policy; identify the impressions that local managers and teachers of the schools studied had with regards to their experiences in the implementation process. As theoretical references, this study derived from the legal documents, the studies of Michael Fullan and Andy Hargreaves to approach the concepts of innovation and educational change and the formulations related to the development and professionalism of teachers from authors such as António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire amongst others. The investigation of the qualitative nature (LANKSHEAR, KNOBEL, 2008) included a multiple-case study (STAKE, 1999; YIN, 2005) involving two educational public units from Elementary I and II schools associated with the Secretariat of Municipal Education from Taubaté/SP. This study revealed that the implementation of the nine-year elementary school policy neglected to involve the educational professionals in the debate. It was also identified that the studied schools were not properly organized concerning their pedagogical propositions and the infrastructure to receive the younger six-years-old children. The testimonials of teachers indicated that they were led to formulate emergency strategies to cope with six and seven-years-old children that were in the first and second years of school, respectively. In addition to that, the adoption of a workbook system did not meet the necessities of that educational population. It was concluded that there is an enormous abyss between the law, the guidance from the federal sphere and what happened in the municipality level and in the schools.

"FORMAÇÃO DO PROFESSOR E O ENSINO DE HISTÓRIA: Espaços e Dimensoes de Práticas Educativas" tem como objetivo central acompanhar a trajetória formativa do profissional do ensino de História. Entendendo que a formação do profissional ocorre em diversos espaços e dimensões da vida do sujeito em questão, a pesquisa buscou acompanhar esses diferentes aspectos. Dessa forma, debruçou um olhar sobre cursos universitários de História (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) e alguns espaços de formação continuada tais como cursos de pós-graduação em Educação (especialização, mestrado, doutorado) e atividades oferecidas pelos Centros de Formação das Secretarias Municipal e Estadual de Educação (CAPE e CERP, respectivamente). Além de levantamento bibliográfico e documentação institucional (histórico, projetos curriculares; publicações; regime de trabalho e titulação do corpo docente; programações; sistema de avaliação) foram fontes as entrevistas com coordenadores, professores e ex-alunos dos cursos, assim como a análise de questionários aplicados a alunos no início e término dos cursos de História. O recorte espacial para tal pesquisa foi a cidade de Belo Horizonte e o recorte temporal privilegiado o período compreendido desde os anos 80 do século passado até os dias de hoje. / The main purpose of Teacher's education and the teaching of history: spaces and dimensions of educational practices is to investigate the educational experience of student teachers of history. Assuming that professional education accurs in many diferent spaces and dimensions of a person's life, this research attempted to understand these different aspects. Thus, it focused on graduation courses of history (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) and some spaces of continuing professional education such as post-graduation courses in education (specialization, master’s degree and doctor's degree) and activities offered by Professional Development Centers of local and state Departments of Education (CAPE and CERP, respectively). Besides bibliographical and institutional documentation survey (historical, curricular projects, publications, work regulation, teachers' titles, programs, evaluation system), interviews with coordinators, professors and former pupils have been used as sources of data, as well as analysis of questionnaires applied to students who are beginning and ending their history courses. This research took place in Belo Horizonte and the period of time considered extends from the 80's up to the present.

This interpretive study investigated the process of radical change for a collaborative team of investigators in an allied health school at the University of South Australia. Specifically, it investigated the process of developing and implementing a fully-integrated problem-based learning curriculum across the entire undergraduate curriculum for the School of Medical Radiation. The study examined the richness and complexity of the change process for this team of educators over a two year time period. The research builds on understandings of change derived from three main bodies of literature: the school-based educational change literature; the problem-based learning literature; and the organisational change literature. It interweaves knowledge gained from each of these areas to develop a new perspective from which to consider radical educational change in higher education. Much of the previous research into change ignores the participant experience, and particularly the emotional dimension of this experience. This study redresses that gap by exploring the human dimension of the change process. This study has provided an authentic and inclusive representation of participants' experience of radical educational change. It has shown that participants not only undergo considerable cognitive dissonance when implementing major change, they also undergo significant emotional dissonance. Thus, if we are to improve the outcomes of educational innovation, we need to develop change management practices that not only recognise but also support the emotional dimension of the change process.

This interpretive study investigated the process of radical change for a collaborative team of investigators in an allied health school at the University of South Australia. Specifically, it investigated the process of developing and implementing a fully-integrated problem-based learning curriculum across the entire undergraduate curriculum for the School of Medical Radiation. The study examined the richness and complexity of the change process for this team of educators over a two year time period. The research builds on understandings of change derived from three main bodies of literature: the school-based educational change literature; the problem-based learning literature; and the organisational change literature. It interweaves knowledge gained from each of these areas to develop a new perspective from which to consider radical educational change in higher education. Much of the previous research into change ignores the participant experience, and particularly the emotional dimension of this experience. This study redresses that gap by exploring the human dimension of the change process. This study has provided an authentic and inclusive representation of participants' experience of radical educational change. It has shown that participants not only undergo considerable cognitive dissonance when implementing major change, they also undergo significant emotional dissonance. Thus, if we are to improve the outcomes of educational innovation, we need to develop change management practices that not only recognise but also support the emotional dimension of the change process.

Problem-based learning (PBL) is a popular curricular approach in medical education. This thesis asks the question: How does PBL teach medical students about what matters in medicine using qualitative methods. The research demonstrates that PBL contributes to the on-going marginalisation of social issues in medical education.

Although the Internet is widely used in many areas, its use in school mathematics is at best in its infancy. Studies show that Mathematics teachers have fewer uses for the Internet than teachers of other disciplines. Hence, this research adopted a mixed method approach to investigate what mathematics materials are on the Internet, how teachers are teaching mathematics with the Web and mathematic students' perceptions and engagement with the Internet. This research reviewed the World Wide Web for mathematics materials and found three major groupings of online resources namely interactive resources, non-interactive resources, and communications possibilities. A typology of Web objects was constructed and a database based on a Task-Web object approach was proposed for teacher use. A broad survey was used to elicit information about Internet usage among mathematic teachers. A total of 103 mathematics teachers responded and 15 were interviewed to gain further insight into their usage. Observations of Internet use were also conducted in the classrooms of 4 teachers. The results show that most teachers would like to use the Internet more in their teaching of mathematics but many do not know where and how to do so in an effective way. Statistics, Business Mathematics and Number operations appear to be the more popular topics. Using statistics data from the Web seem to be the Web feature that is most common followed by using the Internet as a resource centre for word problems. Web communications are seldom used. Common constraints teachers face include lack of time, difficulty in planning, lack of knowledge of good Web sites that map to curricula, slow download times, and limited booking times. Students perceive doing activities on the Internet as better than from the textbook because of the amount and variety of information, the better explanations and the change in mode of presentation. Students who have a low comfort level with mathematics wish their teachers would use the Internet. The power of interactive activities on the Internet to engage and motivate these students is due to a variety of reasons such as the element of game play, a change from the routine, its ability to present different conceptual visuals, the independent self paced learning, and quick feedback that came with the use of the Internet. The Internet also enabled students to access difficult to find information and saved them time. The findings also suggest that teachers' persistence in using the Internet could bring about a routine that helps students settle down to the task and stay on task. Teachers' choice and discernment of Web-based activities that are engaging and motivating are paramount to the success of this learning tool. Four Web-based strategies for teaching mathematics were documented and a model of underlying knowledge for teacher practice with the Web was suggested.