Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T18:38:07Z No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-06T18:49:03Z (GMT) No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Made available in DSpace on 2017-04-06T18:49:03Z (GMT). No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) Previous issue date: 2016-08-29 / This research, qualitative nature, had its origin intertwined in the autor???s life story and its educational reflections of fragmenting phenomena of art, education and life, therefore, the essence of what is human. Given this context was elected the object of study in Teacher Training in Competency Based Professional and Technological Education: a didactic strategy transdisciplinary. Thus, in the light of the articulation of theoretical frameworks of the Complex Thought, the Transdisciplinary Approach and Teaching Competencies based, the objective is to contribute to the construct of a paradigm of integral education and integrated, by means of a proposal for teacher training in vocational and technological education, using innovative proposal of didactic strategy transdisciplinary. Is Justified by the need for systematic teacher training in professional education and its required new competency, which will help in teaching practice to cope with new social constructions forged within the schools established as worthy, organic and alive to the processes of teaching and learning. The research was conducted on the premises of the Institute of Meta-ArteDesign - IMAD, the Federal District. The investigative method was a survey participant dialog between theory and practice, which began in the elaboration and implementation of the program of teacher training from the formation of a group Ethnofocused of 16 teachers professionals active in courses of Art and Design in general and other related courses. Data collection took place: by observing and recording the systematization of experience by the investigator; by electronic submission of questionnaires to teachers participating in the training program; and by conducting interview complement at the time of the receipt of the questionnaire. The data collection and results were analyzed by categories of transdisciplinary cognitive operators and other subcategories, demonstrating conclusive synthesis in Professional and Technological Education: there is a meaning and teaching openness to the basics of Complex Thinking and transdisciplinary approach in conjunction with assumptions of competency based education possible by optics teaching, through use of transdisciplinary didactic strategy proposed and used in the teacher education program, contributing in teachinglearning processes to the development of competency based education and also to favors the comprehensive training and integrated; no need for systematization of teacher education that breaks with the prevails of the Cartesian model of teaching and learning with today's focus on the object, making possible answers to social and academic demands subject of redemption that are required in a complex world; there is a distance between trotted epistemologies for a transdisciplinary education and sharp boundaries and obstacles of training for competences development, which makes the teaching practice in new practices by Paradigm of Complexity, articulating the knowledge of myth, philosophy, theology and of modern science, art, religious traditions, and life experiences. / Esta pesquisa, de car??ter qualitativo, teve sua origem entrela??ada na hist??ria de vida do autor e nas suas reflex??es educacionais dos fen??menos fragmentadores da arte, da educa????o e da vida, logo, da ess??ncia do que ?? o ser humano. Diante deste contexto elegeu-se o recorte e o objeto de estudo na Forma????o Docente na Educa????o e Tecnol??gica por Compet??ncias: uma estrat??gia did??tica transdisciplinar. Assim, ?? luz da articula????o dos referenciais te??ricos do Pensamento Complexo, da Abordagem Transdisciplinar e do Ensino por Compet??ncias, objetiva-se contribuir com o construto de um paradigma de educa????o integral e integrada, por meio de uma proposta de forma????o docente na Educa????o Profissional e Tecnol??gica, utilizando-se de inovadora proposta de estrat??gia did??tica transdisciplinar. Justifica-se pela necessidade de sistematiza????o da forma????o docente na educa????o profissional e suas requeridas novas compet??ncias, que auxilie em pr??xis did??ticas ao enfrentamento por novas constru????es sociais forjadas dentro das escolas constitu??das como dignas, org??nicas e vivas aos processos de ensino-aprendizagem. A investiga????o foi realizada nas depend??ncias do Instituto de Meta-ArteDesign ??? IMAD, no Distrito Federal. O m??todo investigativo foi uma pesquisa participante de di??logo entre teoria e pr??tica, que se iniciou na elabora????o e realiza????o do programa de forma????o docente a partir da constitui????o de um Grupo Etnofocalizado de 16 docentes profissionais atuantes em cursos de Artes e Design em geral e outros cursos correlatos. A coleta de dados deu-se: pela observa????o e registro da sistematiza????o da experi??ncia pelo investigador; pelo envio eletr??nico de question??rio aos docentes participantes do programa de forma????o; e pela realiza????o de entrevista complementar no momento do recebimento do question??rio. Os dados e resultados foram analisados pelas categorias referendadas nas teorias aqui elencadas, demonstrando em s??ntese conclusiva que, na Educa????o Profissional e Tecnol??gica: existe uma significa????o e abertura docente aos fundamentos do Pensamento Complexo e da abordagem transdisciplinar em articula????o aos pressupostos da educa????o por compet??ncias, poss??veis, pela ??tica docente, via utiliza????o de estrat??gia did??tica transdisciplinar proposta e utilizada no programa de forma????o docente, contribuindo nos processos de ensino-aprendizagem ao desenvolvimento de compet??ncias profissionais e, tamb??m, ao favorecimento da forma????o integral e integrada; h?? necessidade de sistematiza????o da forma????o docente que rompa com a preval??ncia do modelo cartesiano de ensino-aprendizagem hodierno com foco no objeto, facilitando poss??veis respostas as demandas sociais e acad??micas de resgate do sujeito que s??o requeridas num mundo complexo; h?? uma dist??ncia entre as epistemologias apregoadas para uma educa????o transdisciplinar e por acentuados limites e obst??culos da forma????o para o desenvolvimento de compet??ncias, que dificulta a pr??tica docente em novas pr??ticas pelo Paradigma da Complexidade, articulando os conhecimento do mito, da filosofia, da teologia e da ci??ncia moderna, da arte, das tradi????es religiosas, e das experi??ncias de vida.