Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-26T21:11:19Z No. of bitstreams: 1 CatarinaAracellePortoDoNascimento_DISSERT.pdf: 3117959 bytes, checksum: 18f3c0ac2fd617f32cedfc4616681ffb (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-29T22:47:06Z (GMT) No. of bitstreams: 1 CatarinaAracellePortoDoNascimento_DISSERT.pdf: 3117959 bytes, checksum: 18f3c0ac2fd617f32cedfc4616681ffb (MD5) / Made available in DSpace on 2016-04-29T22:47:06Z (GMT). No. of bitstreams: 1 CatarinaAracellePortoDoNascimento_DISSERT.pdf: 3117959 bytes, checksum: 18f3c0ac2fd617f32cedfc4616681ffb (MD5) Previous issue date: 2015-05-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A Educa??o Musical no Brasil tem ganhado seu espa?o no cen?rio educacional brasileiro, fazendo com que se repense a forma??o inicial do educador musical na contemporaneidade. Partindo deste entendimento, este trabalho tem como objetivo geral analisar a articula??o de saberes docentes que o subprojeto de m?sica do PIBID/UFRN proporciona no processo formativo docente dos bolsistas participantes. Para tal feito, determinamos trilhar os seguintes caminhos: investigar quais s?o os principais saberes que constituem a forma??o do educador musical; identificar a(s) natureza(s) (epistemol?gicos, filos?ficos, sociais, afetivos, pedag?gicos etc.) desses saberes na forma??o docente em m?sica; verificar como os saberes docentes s?o adquiridos na forma??o inicial em m?sica e pesquisar as articula??es entre os saberes docentes e a contribui??o do PIBID M?sica/UFRN nesse processo. A metodologia aplicada ? de abordagem prioritamente qualitativa atrav?s do m?todo do estudo de caso, no qual foram desenvolvidas duas etapas. A primeira fase caracterizou-se pela identifica??o do perfil dos bolsistas investigados e pelos saberes docentes constituintes do processo formativo do educador musical e suas naturezas, bem como a(s) maneira(s) pela qual (is) esses saberes s?o adquiridos na forma??o inicial do licenciando em m?sica. A segunda fase foi analisar como ocorre a articula??o desses saberes docentes a partir da perspectiva do PIBID. O referencial te?rico que embasa essa pesquisa ? TARDIF (2013), complementados por autores da Educa??o Musical (Bellochio, 2003a, 2003b; Queiroz, 2014; Del Ben, 2003) e da Educa??o (N?voa, 1995a, 1995b, 2009; Gauthier et al., 1998; Pimenta, 1999), entre outros. A coleta de dados na primeira fase se deu por entrevistas semiestruturadas, onde atrav?s da an?lise de conte?do (BARDIN, 2011) e do referencial te?rico adotado pode-se identificar os saberes docentes que norteiam a forma??o inicial do educador musical na contemporaneidade e a rela??o que o PIBID M?sica/UFRN constr?i com esses saberes. Como resultados alcan?ados com esta pesquisa, apresento o PIBID como um instrumento potencializador na forma??o de professores a partir de seu crescimento e fortalecimento em todo o Brasil. No prisma do subprojeto de m?sica do PIBID/UFRN, ? poss?vel afirmar o PIBID como um articulador na constru??o e reconstru??o dos saberes docentes na forma??o inicial docente em m?sica. Portanto, espera-se que com este trabalho a forma??o docente em M?sica possa oportunizar a articula??o dos saberes docentes no contexto real da sala de aula, consolidando, assim, o espa?o da m?sica e do educador musical na escola regular, bem como contribua de forma significativa para o fortalecimento do PIBID M?sica da UFRN. / Music Education in Brazil has gained its place on the Brazilian educational scene, causing a rethinking of the contemporary music educator?s initial training. Based on this understanding, the main objective of this work is to analyze the articulation of teaching knowledge that the music subproject PIBID / UFRN provides the participating fellows in the teacher training process. To this end, the subsequent paths were followed: an investigation of what is the main knowledge that constitutes the formation of the music educator; an identification of the nature(s) (epistemological, philosophical, social, emotional, educational, etc.) of this knowledge in music teacher training; observation of how teachers acquire knowledge in initial music training; and the researching of the interrelationship between teaching knowledge and the contribution of PIBID Music / UFRN in this process. The methodology used is a priority qualitative approach through the case study method, developed in two steps. The first phase characterized the profile identification of the scholarship students investigated, the teaching knowledge provided throughout and the nature of the music educator?s formation process, as well as the way(s) in which the educator acquires this knowledge in initial music training. The second phase analyzed how the articulation of this teaching knowledge occurs, from the perspective of PIBID. The theoretical framework that supports this research is Tardif (2013), complemented by authors of Musical Education (Bellochio, 2003a, 2003b; Queiroz, 2014; Del Ben, 2003) and Education (N?voa, 1995a, 1995b, 2009; Gauthier et al. 1998; Pimenta, 1999), among others. Data collection in the first phase occurred through semi-structured interviews, where with content analysis (Bardin, 2011) and the theoretical framework adopted, the teacher knowledge that guides the initial formation of the contemporary music educator can be identified, as well as the relationship that the PIBID Music / UFRN builds with this knowledge. The results achieved with this research allow us to present the PIBID as a developmental tool in the education of teachers, from their growth and strengthening throughout Brazil. The prism of the PIBID music subproject / UFRN, the PIBID is an articulator in the construction and reconstruction of teaching knowledge in initial music teacher training. Therefore, it is hoped that with this work, music teacher training can create opportunities for articulation of teaching knowledge in the real context of the classroom, thus consolidating, the space of music and the music educator in regular schools, as well as contributing significantly to the strengthening of the PIBID Music UFRN.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:56:02Z No. of bitstreams: 1 ValdeniceDeAraujoPrazeres_TESE.pdf: 1662017 bytes, checksum: ec6116d70030f56ca564eb747a2b8eb3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-31T11:54:48Z (GMT) No. of bitstreams: 1 ValdeniceDeAraujoPrazeres_TESE.pdf: 1662017 bytes, checksum: ec6116d70030f56ca564eb747a2b8eb3 (MD5) / Made available in DSpace on 2017-01-31T11:54:48Z (GMT). No. of bitstreams: 1 ValdeniceDeAraujoPrazeres_TESE.pdf: 1662017 bytes, checksum: ec6116d70030f56ca564eb747a2b8eb3 (MD5) Previous issue date: 2016-02-23 / Apresentam-se aqui resultados de uma pesquisa que buscou investigar e analisar criticamente os pressupostos e fundamentos que apoiaram a implementa??o do curso de Licenciatura Interdisciplinar em Ci?ncias Naturais, em sua vers?o original, no ?mbito da Universidade Federal do Maranh?o (UFMA). A cria??o dessa licenciatura ocorreu no contexto das reformas educacionais brasileiras iniciadas na ?ltima d?cada do s?culo passado e foi viabilizada pelo Programa de Apoio a Planos de Reestrutura??o e Expans?o das Universidades Federais (REUNI). Partiu-se do pressuposto que o modelo de forma??o docente proposto por esse tipo de Licenciatura, devido ao fato de estar vinculado ?s orienta??es filos?ficas, pol?ticas e pedag?gicas de car?ter neoliberal, atualmente em curso no Brasil, assim como se contrapor aos projetos de reforma da educa??o brasileira defendidos pelas entidades representativas dos profissionais da educa??o tem limitadas possibilidades de atender adequadamente ?s demandas da sociedade para melhorar a qualidade da forma??o docente para a Educa??o B?sica. Do ponto de vista te?rico, a pesquisa se apoiou na perspectiva da pedagogia hist?rico-cr?tica, sobretudo em Saviani e Duarte, mas dialogando com autores nacionalmente conhecidos, como Dourado, Sguisssard, Frigotto, Kuenzer, Machado, dentre outros, e nas elabora??es te?ricas produzidas pelos movimentos organizados de educadores, nas ?ltimas d?cadas, destacando-se a ANFOPE. Quanto aos aspectos metodol?gicos, realizou-se a an?lise dos principais documentos nacionais sobre a reestrutura??o das universidades brasileiras e daqueles relativos ao contexto da g?nese dessas novas licenciaturas at? a primeira fase de sua implementa??o na UFMA. Foram tamb?m realizadas entrevistas semiestruturadas com professores e professoras que participaram desse processo desde o seu in?cio, representantes dos quatro campi que em 2010 ofereciam somente esse formato de licenciatura (Bacabal, Graja?, Pinheiro e S?o Bernardo), tendo em vista conhecer suas opini?es e avalia??es sobre o projeto pol?tico pedag?gico do curso e as condi??es para sua concretiza??o. A an?lise dos dados evidenciou que as licenciaturas interdisciplinares, oferecidas no contexto expansionista da UFMA, est?o inseridas no ?mbito de um movimento que aumentou a representatividade desta Universidade no interior do estado e levou a Educa??o Superior para popula??es historicamente exclu?das desse n?vel de ensino. No caso da Licenciatura em Ci?ncias Naturais, apesar dos aspectos positivos, tais como, contribuir para a interlocu??o entre a forma??o acad?mica e o contexto de atua??o futura em decorr?ncia do esfor?o de supera??o da racionalidade t?cnico-instrumental pela valoriza??o da reflexividade sobre o cotidiano escolar, assim como suprir a falta e/ou a defici?ncia de docentes para atuar na Educa??o B?sica nesta ?rea, esse formato pouco favorece a unidade teoria e pr?tica e uma s?lida forma??o te?rica e interdisciplinar. Ao secundarizar o conhecimento te?rico e sobrevalorizar a tematiza??o de uma suposta pr?tica, concorre para o esvaziamento tanto do campo das ci?ncias da educa??o quanto da ?rea cient?fica espec?fica. De fato, o que prop?e s?o arremedos ?s muitas formas hist?ricas de fragmenta??o, como o aligeiramento, a superficializa??o da forma??o inicial, o processo de desintelectualiza??o do(a) professor(a), a degrada??o e precariedade estrutural das condi??es de oferta desse processo formativo. / It presents here results of a researchsurvey that sought to investigate and critically analyze the assumptions and foundations have supported the implementation of interdisciplinary Degree course in Natural Sciences in its original version, under the Federal University of Maranh?o (UFMA). The creation of this degree occurred in the context of Brazilian educational reforms initiated in the last decade of last century and was made possible by the Programa de Apoio a Planos de Reestrutura??o e Expans?o das Universidades Federais (REUNI). Broke the assumption that the teacher training model proposed by this type of degree, due to the fact of being tied to philosophical, political and pedagogical orientations of neoliberal currently underway in Brazil, as well as oppose to the reform projects Brazilian education defended by representative bodies of professional education has limited possibilities to adequately meet the demands of society to improve the quality of teacher training for basic education. From a theoretical point of view, the research is supported in view of the historical-critical pedagogy, especially in Saviani and Duarte, but dialoguing with authors nationally known as Gold, Sguisssard, Frigotto, Kuenzer, Machado, among others, and the produced theoretical elaborations movements organized by educators in recent decades, especially the ANFOPE. As for the methodological aspects, there was the analysis of key national documents concerning the restructuring of Brazilian universities and those related to the context of the genesis of these new degrees to the first phase of its implementation in UFMA. Were also carried out semistructured interviews with teachers who participated in this process from the outset, representatives of the four campuses that in 2010 offered only this degree format (Bacabal, Graja?, Pine and St. Bernard), in order to ascertain their views and ratings on the political pedagogical project of the course and the conditions for its implementation. Data analysis showed that the interdisciplinary degree courses, offered in the context of expansionist UFMA, they operate under a move that increased the representation of this University in the state and led to higher education for historically excluded populations this level of education. In the case of Natural Sciences Degree, despite the positive aspects such as contributing to the dialogue between the academic background and the context of future performance due to the effort to overcome the technical and instrumental rationality by the appreciation of reflexivity on the school routine, as well as address the lack and / or teachers of disability to work in Basic Education in this area, this format slightly favors the theory and practice unity and a solid theoretical and interdisciplinary training. Secundarizar the theoretical knowledge and overestimate the thematization of an alleged practice, contributing to the depletion of both the field of education sciences as the specific scientific area. In fact, it proposes is ridiculous to many historical forms of fragmentation, such as lightening, superficiality of the initial training, the desintelectualiza??o process (a) teacher (a), degradation and structural instability of supply conditions of that training process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-09T17:19:45Z No. of bitstreams: 1 RejaneBezerraBarros_TESE.pdf: 9133345 bytes, checksum: 214484b70dc2bca6124732cebae5d160 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-10T10:52:35Z (GMT) No. of bitstreams: 1 RejaneBezerraBarros_TESE.pdf: 9133345 bytes, checksum: 214484b70dc2bca6124732cebae5d160 (MD5) / Made available in DSpace on 2017-08-10T10:52:35Z (GMT). No. of bitstreams: 1 RejaneBezerraBarros_TESE.pdf: 9133345 bytes, checksum: 214484b70dc2bca6124732cebae5d160 (MD5) Previous issue date: 2016-11-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O estudo trata da forma??o e atua??o did?tico-pedag?gica de professores bachar?is, no ?mbito do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do RN (IFRN). Professores bachar?is s?o profissionais graduados ou p?s-graduados em ?reas espec?ficas, cuja maioria assume a doc?ncia sem a forma??o pedag?gica e sem experi?ncia no ensino. A partir da Lei n. 11.892/2008, os Institutos Federais assumiram nova institucionalidade e a amplia??o da sua fun??o social na condi??o de institui??es de educa??o superior, b?sica e profissional, pluricurriculares e multicampi, integrantes da Rede Federal de Educa??o Profissional e Tecnol?gica (EPT). Esse novo contexto requer dos professores lecionar em diferentes modalidades e n?veis de ensino. Questiona-se, portanto: em que medida a forma??o espec?fica dos professores bachar?is responde aos saberes necess?rios para o exerc?cio docente? Quais as necessidades formativas dos professores bachar?is? De que modo a aus?ncia de forma??o pedag?gica implica na atua??o docente? Como o exerc?cio da doc?ncia passa a ter regula??o especial na EPT? Assim, o estudo tem como objetivo nuclear analisar a vis?o dos professores bachar?is sobre a dimens?o profissional da doc?ncia e as interfaces entre a forma??o profissional e a atua??o docente. Toma-se como base de estudos as ideias de Freire (1996); Machado (2008); Frigotto, Ciavatta e Ramos (2005); N?voa (2009); Flores e Viana (2007); Day (2001; 2007); Ramalho e Nu?ez (2014); Tardif (2002); Garcia (1999; 2009); Pacheco e Morgado (2002); Estrela e Caetano (2012); Esteves (2014); Shulman (2005); Pinar (2006); Oliveira (2014); Moreira (2008); Fullan e Hargreaves (2001), dentre outros. Parte-se da premissa que a forma??o docente pressup?e conhecimentos e saberes inerentes ? doc?ncia como profiss?o. S?o esses conhecimentos, saberes e experi?ncias que implicam na constru??o da identidade docente e no processo de desenvolvimento profissional. Trata-se de um estudo de caso (IFRN), seguindo a abordagem da pesquisa qualitativa e quantitativa. Houve o envolvimento de professores e gestores que atuaram como informantes comprometidos com a reflex?o e a busca de alternativas para o problema abordado. Recorreu-se ? an?lise documental, question?rio, entrevista e grupo focal. O estudo revela que os professores e gestores t?m forma??o acad?mica bastante heterog?nea e elevada titula??o, perfil t?pico do magist?rio superior. A maioria reconhece a necessidade da forma??o pedag?gica para uma melhor compreens?o, dom?nio e atua??o nas atividades docentes. Fica revelada, portanto, uma certa excepcionalidade no que diz respeito a uma brecha na legisla??o em vigor, o que julgamos corresponder ? fase de transi??o na mudan?a do perfil da institui??o. Essa pode ser uma compreens?o poss?vel, abstra?da da leitura dos marcos regulat?rios (leis, pareceres e resolu??es), que alicer?am o magist?rio no ?mbito dos Institutos Federais. Prop?e-se a implementa??o de um Programa de Forma??o e Atualiza??o Pedag?gica de Docentes, como pol?tica interna de forma??o continuada em servi?o, visando contribuir para fortalecer a identidade docente e o novo perfil dos Institutos Federais. / This study deals with teachers? training and the didactical-pedagogical work of bachelor teachers in the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). By bachelor teachers here it is meant graduates or post-graduates in specific areas, who take teaching duties without teachers? training and with no experience in teaching. With Law n. 11,892 from 2008, the Federal Institutes took on a new institutional framework and they expanded their social function as multi-curricular and multi-campus institutions for basic, vocational, and higher education and as members of the Federal Network for Vocational and Technological Education (EPT). This new context requires teachers to teach different types of courses at different levels. It is questioned, therefore: to what extent does the specific training of bachelor teachers respond to the knowledge needed for their teaching duties? What are the teachers? training needs for bachelor teachers? How does the lack of teacher training imply teaching practices? How does teaching receive special regulation on the EPT? Its objective is to analyze how bachelor teachers view the professional dimension of teaching and the interfaces between their specific training and their teaching practice. It is based on studies by Freire (1996); Machado (2008); Frigotto, Ciavatta and Ramos (2005); N?voa (2009); Flowers and Viana (2007); Day (2001; 2007); Ramalho and Nu?ez (2014); Tardif (2002); Garcia (1999, 2009); Pacheco and Morgado (2002); Star and Caetano (2012); Esteves (2014); Shulman (2005); Pinar (2006); Oliveira (2014); Moreira (2008); Fullan and Hargreaves (2001), among others. It starts with the premise that teacher training requires knowledge inherent to teaching as a profession. These skills, experiences and knowledge are involved in the construction of teachers? identity and in their professional development. This is a case study in the IFRN, carried out through a qualitative and quantitative research approach. Teachers and managers acted as informants committed to reflection and the search for alternatives to the addressed problem. It used document analysis, inquiries, interviews and focus groups. The study reveals that teachers and managers have very heterogeneous academic training and high level titles, a typical university teaching profile. Most recognize the need for teachers? training to better understanding, mastery and expertise in the teaching activities. It is revealed, however, a certain exceptionality in regard to a breach of law, which we think corresponds to the transition in changing the profile of the institution. This may be a possible understanding retrieved from the reading of regulatory frameworks (laws, opinions and resolutions) which underpin the teaching in the Federal Institutes. It proposes to implement a Teachers? Training and Updating as domestic policy for continuous in-service training in order to contribute to strengthen teacher?s identity and the new profile of the Federal Institutes.

Made available in DSpace on 2014-12-17T14:36:07Z (GMT). No. of bitstreams: 1 AnaMPA_TESE.pdf: 1109993 bytes, checksum: 3b7943e21a361d3e2840eb1085ceba39 (MD5) Previous issue date: 2010-02-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work was developed in the course of Pedagogy, Universidade Federal do Rio Grande do Norte. Aims to understand the process of identity construction of teachers and educators in initial training. We started from the idea that such process was made by a complex and interdependent movement, once it was an inventive phenomenon wrought by individuals who are authors and actors of the story of their "real life" (KAUFMANN). This identity is rooted in the trajectories and social biographical experiences (FERREIRA), relationships with the constructed and accumulated knowledge in this route (CHARLOT) and in the developing of a sense of cultural belonging institutionally constructed (Luckmann, Berger). Then, the training involves relationships with knowledge in several instances, considering the effects, in one hand, the historic-social production and, in another hand, from the positions of subject and their biographical itinerary, existential and formative. We used the methodology of the Comprehensive Interview (KAUFMANN; SILVA), associated with a network of theoretical references, empirical and very analytical and interpretive activity. She researcher also relied on the "sensitive listening" (BARBIER), empathic attitude of "listening / seeing" the subject, and the notion of "intellectual artisan" (MILLS). The individual interviews were supplemented by the Focus Group. The approach was multi-referential (ARDOINO; MACEDO), with the intertwining of different perspectives, allowing a more complex configuration and less reductionist. In the analysis and interpretation we located the starting point, genesis of identity whose dynamics is not rigidly determined, but localized in space-time that precedes entry into the initial training. It is the time of concerns, questions and reflections about what you want to be in the future professional life. In sequence, we saw the route, multifaceted process whose the direction is the increasing involvement of individuals with their training. This training is engendered by the relations with the curricular, extracurricular and discursive knowledge, as simultaneous dynamics of self training and socio training. The self training of the individuals, understanding the critical, ethic and authority reading of their own experiences, is also seen as an exercise of shared responsibility, it assumes that the relationship with others meanings and professor mediation. The socio training refers to the collective subject and turns to the historical production and diversified knowledge, and comprehension of the various training instances. Self training and socio training are both objects of negotiation, because they are provocative of new designs, and cultural and identity maps, mobilizing the senses towards new meanings of themselves and the professional reality. It is in this interdependence between what is historically produced and the experiences of the subjects, who we located the arrival, considering it as a radically incomplete process of the professional identity and the building itself. / Essa pesquisa foi desenvolvida no curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Teve o objetivo de compreender o processo de constru??o identit?ria de pedagogos e pedagogas em forma??o inicial. Partimos da ideia que tal processo resultava de um movimento complexo e interdependente, enquanto fen?meno inventivo forjado pelos indiv?duos que passam a ser autores e atores da hist?ria da sua verdadeira vida (KAUFMANN). Essa identidade est? enraizada nas trajet?rias e experi?ncias sociobiogr?ficas (FERREIRA), nas rela??es com os saberes constru?dos e acumulados nesse percurso (CHARLOT) e no desenvolvimento de um sentimento de perten?a cultural e institucionalmente constru?do (LUCKMANN; BERGER). Ent?o, a forma??o envolve rela??es com saberes em inst?ncias diversas, considerando os efeitos, de um lado, da produ??o hist?rico-social e, do outro, das posi??es dos sujeitos e seus itiner?rios biogr?ficos, existenciais e formativos. Utilizamos a metodologia da Entrevista Compreensiva (KAUFMANN; SILVA), associada a uma rede de refer?ncias te?ricas, emp?ricas e a pr?pria atividade anal?tica e interpretativa. A pesquisadora tamb?m se apoiou na escuta sens?vel (BARBIER), atitude emp?tica de escutar/ver o sujeito, e na no??o de artes? intelectual (MILLS). As entrevistas individuais foram complementadas com o Grupo Focal. A abordagem foi multirreferencial (ARDOINO; MACEDO), com o entrela?amento de v?rios olhares, permitindo uma configura??o mais complexa e menos reducionista. Na an?lise e na interpreta??o localizamos a partida, g?nese identit?ria cuja din?mica n?o ? rigidamente determinada, mas localizada no espa?o-tempo que precederia o ingresso na forma??o inicial. ? o tempo das inquieta??es, indaga??es e reflex?es sobre o que se deseja ser no futuro profissional. Na sequ?ncia, vimos o percurso, processo multiforme cuja via ? a implica??o progressiva dos sujeitos com sua forma??o. Esta forma??o ? engendrada pelas rela??es com os saberes curriculares, extracurriculares e discursivos, como din?mica simult?nea de autoforma??o e socioforma??o. A autoforma??o dos sujeitos, compreendendo a leitura cr?tica, ?tica e competente das suas pr?prias experi?ncias, ? vista tamb?m como exerc?cio de responsabiliza??o partilhada, pois sup?e a rela??o com outros significativos e a media??o docente. A socioforma??o se refere ao sujeito coletivo e volta-se para a produ??o hist?rica e diversificada de saberes e compreens?es das v?rias inst?ncias formativas. Autoforma??o e socioforma??o s?o ambas objetos de negocia??o, porque s?o provocadoras de novos desenhos e mapas identit?rios e culturais, mobilizadores dos sentidos com vistas a novas significa??es de si e da realidade profissional. ? nessa interdepend?ncia, entre o que ? historicamente produzido e as experi?ncias vividas pelos sujeitos, que localizamos a chegada, considerando-a como processo radicalmente inacabado da identidade profissional e da pr?pria constru??o de si.

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 EvanizeCR_DISSERT_1_129.pdf: 4699030 bytes, checksum: 92a2d0ec187f09e20c6813a2c78b87bc (MD5) Previous issue date: 2010-04-16 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature / A educa??o a dist?ncia na sociedade contempor?nea vem se expandido, sobretudo na oferta de cursos de forma??o inicial docente. Ao lado das possibilidades, h? necessidade de refletir criticamente sobre a decis?o governamental de financiar e at? incentivar o ensino a dist?ncia como uma maneira mais econ?mica de atingir o m?ximo da popula??o em tempo e espa?o diversos, almejando com isso o preenchimento de lacunas na educa??o escolar brasileira. A pesquisa foi realizada no curso de Licenciatura em Ci?ncias Biol?gicas oferecido pela Universidade de Pernambuco (UPE), a partir do contexto do P?lo de Apoio Presencial da Universidade Estadual da Para?ba (UEPB) na cidade de Campina Grande. Neste estudo nos propomos a analisar a pr?tica avaliativa e os instrumentos de avalia??o dispon?veis no ambiente virtual de aprendizagem (AVA), utilizados pelos professores formadores na avalia??o da aprendizagem dos conte?dos oferecidos pelo curso em refer?ncia. A import?ncia dessa discuss?o ? refletir sobre os resultados do ensino a dist?ncia na forma??o inicial docente. Perceber as possibilidades e limita??es dos recursos tecnol?gicos dispon?veis ao processo educativo, e em especial a pr?tica avaliativa, ? primordial para compreendermos quais os conte?dos de aprendizagem podem ser explorados pelos docentes e qual a rela??o dial?gica que se firma entre professor, tutor e aluno em prol do desenvolvimento da aprendizagem com vistas a uma a??o educativa eficaz e significativa. A pesquisa qualitativa teve a abordagem te?rico-metodol?gica voltada para o interacionismo simb?lico. Reunimos informa??es atrav?s de documentos institucionais, ficha documental, question?rio e entrevista semiestruturada. Para o tratamento e an?lise dos dados utilizamos o m?todo da an?lise de conte?do (Bardin, 1977). Como embasamento te?rico apoiamo-nos entre outros autores, em Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) e Domingos (2009). Ficou evidente a necessidade de refletir sobre o redimensionamento da pr?tica educativa dos professores e tutores respons?veis pela forma??o acad?mica a dist?ncia, no que concerne ? avalia??o dos conte?dos de aprendizagem numa perspectiva aut?noma e inovadora, identificando sua influ?ncia no desenvolvimento de valores imprescind?veis ? consolida??o de uma forma??o docente de qualidade. A avalia??o numa abordagem mediadora ? necess?ria para a realidade da sala de aula online pelo seu car?ter de promover a melhoria da a??o de quem ensina e de quem aprende numa perspectiva interativa, colaborativa e cooperativa visando uma pr?xis transformadora. Inseridos nessa forma??o, os licenciandos de Ci?ncias Biol?gicas tornar-se-?o capazes de promover o desenvolvimento de capacidades, compet?ncias e habilidades necess?rias ? forma??o integral dos seus futuros alunos, garantindo o educar para a vida, perspectiva esta que inclui o conhecer, o saber fazer e o saber ser, um ser vivo com rela??es sustent?veis com todos os outros e com a natureza

Made available in DSpace on 2015-03-03T14:49:36Z (GMT). No. of bitstreams: 1 MargareteFVS_TESE.pdf: 414753 bytes, checksum: 3dbb9bbcbef1f9d44902db5304345aec (MD5) Previous issue date: 2006-03-02 / This paper concern the general subject of teacher career construction, since the period of the initial formation in the teaching course of pedagogy crossing the first effectives experiences of professional performance, until the reflections about the results of the continuous formation propositions. The specifics subject is the formative quotidian in the teacher s life beyond of the traditional stereotypes about individuals and institutions bring up for discussion a micro sociological approach about the professionals uncertainty and the personal hopes, the teacher displeasures and the pedagogical satisfactions. The epistemological reflection about the different formatives experiences, taking as example the Programa de Forma??o de Alfabetizadores PROFA (Alphabetizers Formation Program) developed by the Secretaria Municipal de Educa??o of Natal City, consider the ambiguous tension between the knowledge that the teachers acquire in their formation and the concrete teachers practical since those experiences. The study methodology is based in the qualitative comprehensive research, sustained by observations, impressive reflective accounts, and also in the theoretic analyses with contemporary references to the critical pedagogical through and education sociology. I used the autobiographic reflective account by the writer-researcher in her owner academic and professional way. I propose an image of a teacher s factory in such a way for its conformist aspects to the continuity stands as much the internal contradictions of the system. Gears, pieces and manual instructions are the educational components of this factory as ideological, institutional and technical structures to aim at to limit the critics and the changes. However the teachers thinking and acting with their owner creativity to adapted uncontexted professional knowledge s to their pedagogical lives. Under those analogies I propose the problem of this research the teacher s formation and theirs pedagogical practices- and also examine briefly its theoretic-philosophical and methodological basis. From the analysis and interpretation of my owner experiential life as teacher s educator I put the necessity of re-thinking the teacher s formation in terms to rebound more meaningfully in their pedagogical actuation. I believe an important part of the teacher s formation process is the personal wish to learn more about the office, explicitly connected to human convictions and values such as to a positive professional identity. Thus, the teacher able to reflect about your owner educator life can find the best way to help the students to think critically about their culture and history, valorizing creative exits by themselves to face the conformist social stands connected with school education / Esse trabalho trata do tema geral da constru??o da carreira docente, desde o per?odo da forma??o inicial no curso de licenciatura em pedagogia, passando pelas primeiras experi?ncias efetivas de desempenho profissional, at? a reflex?o sobre os resultados das propostas de forma??o continuada. A tem?tica espec?fica ? a do cotidiano formativo na vida dos professores al?m dos estere?tipos tradicionais sobre indiv?duos e institui??es, trazendo ? discuss?o uma abordagem micro-sociol?gica sobre as incertezas profissionais e as esperan?as pessoais, os descontentamentos docentes e as satisfa??es pedag?gicas. A reflex?o epistemol?gica sobre as diferentes experi?ncias formativas, tomando como exemplo o Programa de Forma??o de Alfabetizadores (PROFA) desenvolvido pela Secretaria Municipal de Educa??o de Natal-RN, discute a tens?o amb?gua entre os conhecimentos que o professor adquire na sua forma??o e as pr?ticas docentes concretas a partir dessas experi?ncias. A metodologia do estudo baseou-se na pesquisa qualitativa compreensiva, amparada em observa??es, em relatos impressionistas e reflexivos, assim como em an?lises te?ricas com refer?ncias contempor?neas ao pensamento da pedagogia cr?tica e da sociologia da educa??o. Utilizei o formato de uma narrativa autobiogr?fica reflexiva da pesquisadora-autora em seu pr?prio trajeto acad?mico e profissional. Propus a imagem da f?brica de professores, tanto pelos seus aspectos de conformismo aos padr?es de continuidade quanto ?s contradi??es internas do sistema. Engrenagens, pe?as e manuais de instru??o s?o os componentes educacionais dessa f?brica, como estruturas ideol?gicas, institucionais e t?cnicas, que visam limitar as cr?ticas e as mudan?as. Todavia, os professores pensam e atuam com criatividade pr?pria para adaptar conhecimentos profissionais descontextualizados para as suas viv?ncias pedag?gicas. Com essas analogias proponho o problema desta pesquisa a forma??o de professores e suas pr?ticas docentes e tamb?m examinar brevemente o lastro te?rico-filos?fico e metodol?gico que a ampara. A partir da an?lise e interpreta??o da pr?pria viv?ncia como formadora de professores, coloco a necessidade de se repensar a forma??o de professores de maneira a repercutir mais significativamente na sua atua??o docente. Acredito que um componente importante do processo de forma??o do professor ? o desejo pessoal de aprender mais sobre seu of?cio, explicitamente ligado a convic??es e valores humanos assim como a uma identidade profissional positiva. Assim, o professor capaz em refletir sobre a sua pr?pria vida de educador, pode encontrar o melhor modo de ajudar os alunos a pensarem criticamente sobre a sua cultura e a sua hist?ria, eles pr?prios valorizando sa?das criativas diante dos padr?es conformistas da sociedade ligados ? educa??o escolar

Made available in DSpace on 2014-12-17T15:07:08Z (GMT). No. of bitstreams: 1 CeliaMMBS_TESE.pdf: 5057611 bytes, checksum: ed5c06e8a38bc43ba3463404a9c6479a (MD5) Previous issue date: 2010-04-26 / Settled within the realm of a problematization towards teaching and learning the Portuguese language, this study aims to investigate the way how the Portuguese Language discipline is dealt with in Secondary School. We propose specifically to analyze the orientations of the official documents concerning the educator practice, examining the way the PCNEM proposal is approached in the didactic book, identifying the treatment given to language questions, analyzing the way the teacher uses the didactic book and verifying the relations between the official approach and the pedagogical practice. The analysis takes into account the several discourses concerning school literacy, considering the various political-educational instances which institutionalize the teaching of the mother tongue - where we locate the teaching that is wanted . In what teachers and students say in their activities and concerning them - the realm of the teaching that is performed - we presuppose that there are signs of the principles - or conceptions - that orientate what they understand by language, teaching and learning. Such evidences are considered within the interrelation of the enunciative places where this literacy is promoted: the public policies concerning education - focusing the language questions - the academic researches about those questions, the educator formation and capacitation and the very school practices in the complexity of their discoursive inter-subjectivity. The principles - or conceptions - are pursued in what is said (or not) about what is done (or not) in the classroom when dealing with the Portuguese Language. The corpus is made up of oral and written texts produced in Portuguese classes in the Secondary School at a public school in the city of Natal, Rio Grande do Norte, Brazil. Situated in the realm of Applied Linguistics, the research is conducted in a qualitative and interpretative perspective, following the ethnography of communication procedures and the contributions of the Functional Linguistics. In the observations, language conceptions were discerned, among others, besides beliefs and representations where the theoretical and practical aspects, professional roles, expectations and uncertainties were diluted. / Situado no ?mbito de uma problem?tica voltada para o ensino e a aprendizagem da l?ngua portuguesa, este estudo tem por objetivo investigar o modo como a disciplina L?ngua Portuguesa ? trabalhada no Ensino M?dio. De modo espec?fico, propomonos, nesse contexto de ensino, analisar as orienta??es dos documentos oficiais para a pr?tica docente, examinar de que forma a proposta dos PCNEM ? abordada no livro did?tico, identificar o tratamento dado ?s quest?es de l?ngua, analisar como o professor utiliza o livro did?tico e verificar as rela??es entre a abordagem oficial e a pr?tica pedag?gica. A an?lise leva em conta os v?rios discursos relativos ao letramento escolar, consideradas as v?rias inst?ncias pol?tico-educacionais e did?tico-pedag?gicas que instituem o ensino da l?ngua materna onde localizamos o ensino que se deseja . No que dizem professor e alunos em suas atividades e a respeito delas a dimens?o do ensino que se faz , pressupomos encontrarem-se ind?cios dos princ?pios ou concep??es que orientam aquilo que eles entendem por l?ngua, ensino e aprendizagem. Tais ind?cios s?o considerados na inter-rela??o dos lugares enunciativos em que se promove esse letramento: as pol?ticas p?blicas voltadas para a educa??o com foco nas quest?es de l?ngua - as pesquisas acad?micas sobre tais quest?es, a forma??o e a capacita??o docentes, e as pr?prias pr?ticas escolares, na complexidade de suas intersubjetividades discursivas. Os princ?pios ou concep??es s?o perseguidos naquilo que ? dito (ou n?o) sobre o que se faz (ou n?o) na sala de aula, no trato com a l?ngua portuguesa. O corpus se constitui de textos orais e escritos produzidos em aulas de portugu?s do Ensino M?dio, numa escola p?blica da cidade do Natal. Situada no ?mbito da Lingu?stica Aplicada, a pesquisa ? conduzida numa perspectiva qualitativa e interpretativista, seguindo-se procedimentos da etnografia da comunica??o e aportes da Lingu?stica Funcional. Nas constata??es, s?o observadas concep??es de l?ngua, entre outras, al?m de representa??es e cren?as em que se diluem aspectos te?ricos e pr?ticos, pap?is profissionais, expectativas e incertezas.