Made available in DSpace on 2014-12-17T14:36:18Z (GMT). No. of bitstreams: 1 MariaFRFL_TESE.pdf: 4594487 bytes, checksum: 8c783ef72becc4533d2a6bd04278bc6e (MD5) Previous issue date: 2010-10-04 / Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Forma??o de Professores para a Educa??o B?sica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranh?o - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vit?ria do Mearim in Maranh?o. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vit?ria do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education / O estudo Pol?tica de Forma??o de Professores: uma leitura a partir da an?lise do Programa Especial de Forma??o de Professores para a Educa??o B?sica Proeb tem como objetivo analisar a forma??o inicial de professores desenvolvida pela Universidade Federal do Maranh?o UFMA. O Proeb ? uma pol?tica de forma??o de professores em servi?o, formulada e implementada no ?mbito das atuais pol?ticas educacionais para a Educa??o B?sica. O trabalho parte do pressuposto de que as diretrizes elaboradas, nas ?ltimas d?cadas do s?culo XX, est?o articuladas aos organismos internacionais que disseminaram no Continente Latino-americano um modelo homog?neo de forma??o, que tem como principais caracter?sticas ser realizada em servi?o, por meio da modalidade a dist?ncia tendo a escola como l?cus principal. No Brasil, essas diretrizes encontram suporte na Lei de Diretrizes e Bases da Educa??o Nacional n? 9.394/96 e no Parecer 09/2001, que trata das Diretrizes Curriculares para a forma??o de Professores da Educa??o B?sica. Para a efetiva??o do estudo, foi tomado, como refer?ncia, a proposta curricular elaborada para a implanta??o do Proeb, no per?odo de 1998 a 2002, mais especificamente a proposta operacionalizada no Curso de Licenciatura de Matem?tica no munic?pio Vit?ria do Mearim no Maranh?o. Para a realiza??o da pesquisa, foi utilizada a pesquisa bibliogr?fica, como forma de aprofundar os conhecimentos, precisar e objetivar o aspecto conceitual do objeto pesquisado. A pesquisa documental se constituiu na an?lise de documentos legais relativos ? reforma da educa??o, pol?ticas de forma??o de professores e o Projeto Pedag?gico do Proeb/UFMA e, por fim, as entrevistas semiestruturadas que foram utilizadas por permitir uma melhor compreens?o dos sujeitos envolvidos com a pesquisa. A an?lise dos dados obtidos evidencia que o curr?culo elaborado para operacionalizar o curso da licenciatura de matem?tica do Proeb/UFMA, apesar de possuir diretrizes que apontam para a supera??o da dicotomia teoria/pr?tica e estabelecer o trabalho como princ?pio educativo, possui uma organiza??o curricular disciplinar, que refor?a a vis?o instrumental do curr?culo, n?o possibilitando, na pr?tica, a efetiva??o de sua proposta inicial. No que se refere ? vis?o dos egressos sobre o curso, eles real?am as fragilidades do curso, mas tamb?m evidenciam que ele possibilitou uma melhoria da forma??o inicial, por meio das disciplinas do tronco comum do curr?culo e das disciplinas de forma??o especial. Os egressos, nas suas falas, deixam perceber, tamb?m, que o curso teve repercuss?es na sua pr?tica pedag?gica e na melhoria da sua inser??o no mercado de trabalho e na comunidade de Vit?ria do Mearim. De modo geral, esses avan?os sinalizam ind?cios de profissionaliza??o docente, muito embora sejam incipientes. O trabalho evidencia que, para que a profissionaliza??o docente seja institu?da, os curr?culos das licenciaturas de forma??o de professores devem superar a vis?o tradicional e implantar curr?culos contextualizados e em uma vis?o interdisciplinar, que contemple, em igual propor??o, a forma??o geral e a forma??o espec?fica do curso. Nesse sentido, entendemos que ? necess?rio rever o papel da Universidade, nos processos formativos e recuperar, no ?mbito das pol?ticas educacionais, a dimens?o omnilateral da forma??o dos professores

Made available in DSpace on 2014-12-17T14:36:18Z (GMT). No. of bitstreams: 1 GianeBV_TESE.pdf: 2712429 bytes, checksum: e36f2f20584ff831e3b273c75e68c7f8 (MD5) Previous issue date: 2011-04-05 / The accomplished researches in the education field focus on the importance of the accomplishment of actions involved in the analysis of the needs to graduate teachers as a way to adequate to socialcultural changing that require more and more a creative activity to prepare teachers in their graduation perspective. The worry with a fail at school linked to public school students lead us to make this thesis which goals are: investigate the needs of the graduation of teachers at public Elementary Schools concerning to the subjacent knowledge to the development of a pedagogic practice of alphabetizing with literacy and (re)create, with some teachers as active participants in the researches, knowledge regarding the process of alphabetization with literacy , based on the graduation of teachers. The study was accomplished in a municipal Elementary School in the Cear?-Mirim city, located in the state of Rio Grande do Norte, which offers both I and II levels of the Elementary School, 7 teachers and the principal of the school were subjects of our researches. The starting point was the needs of the graduation as subject phenomena, socially created and that allow people to be aware of the goals of a graduation. The investigative broach is qualitative, whose fundamental purpose is the understanding of the meanings, symbols, values and intentions of the mankind actions, as regards to other humanbeing and the contexts in which they interact. Within this context, we chose the investigation-action for we consider this kind of research a place for investigation and professional graduation, in which teachers and the researcher herself assume responsibility of problematizing, build the needs of graduation and think about their practices. As proceedings to create and analyze data, we developed participant observations during the activities in classroom; semi-structured interviews (individual and in groups) with teachers and the principal; analysis of documents and meetings at school for reflexive studies that enabled us to gather data in a pyramidal panoramic view and analyze the contents. The research revealed that the analysis of necessities to graduate teachers is a resource able to contribute to the planning of projects of keeping on graduating more properly, and thus create a critical and reflexive identity for teachers. This way, it was possible the graduation necessities could be revealed and also the knowledge of teachers as regards to alphabetization inserted in a perspective of literacy. Nowadays, conceptualized needs upon difficulties of teachers, there is a tendency to translate them into theorization of problems, without application to these knowledge of teachers, as well as their wishes for changing, especially when those needs are built to analyze and consider concrete practices. Therefore, the graduation experiences have enabled the abandon of a mechanical broach for teaching reading and writing. It has also lead teachers to assume a posture of providing their students the understanding about the reading and writing processes and their functions as social instruments. The graduation theme contents allowed the knowledge to conceive reading and writing in new perspectives, according to their social functions, so that they can improve the education with literacy quality. This theoretical construction has enabled us to understand and consider the necessities of the graduation as progressive process, and has given us the possibility of re-think our own learning processes at the university and review the pedagogical practices of public school teachers. Our conclusion is that once teachers consider their own graduation needs, it contributes to change their concepts and practices in education and literacy, even though there used to be many difficulties in their graduation and organization of the pedagogical work / As pesquisas realizadas na ?rea de educa??o t?m atentado para a import?ncia da realiza??o de a??es voltadas para a an?lise de necessidades formativas como forma de ajuste ?s mudan?as s?cioculturais que exigem cada vez mais uma atividade criadora na prepara??o dos professores na perspectiva da sua forma??o. A preocupa??o com o fracasso escolar ligado ? alfabetiza??o de crian?as que frequentam a escola p?blica nos levou ? constru??o desta tese que tem como objetivos: investigar necessidades de forma??o de professores do Ensino Fundamental da escola p?blica acerca de conhecimentos subjacentes ao desenvolvimento de uma pr?tica pedag?gica de alfabetiza??o na perspectiva do letramento e (re)construir, com os professores participantes da pesquisa, conhecimentos relativos ao processo de alfabetizar letrando , a partir de suas necessidades de forma??o. O estudo foi realizado em uma escola municipal da cidade de Cear?- Mirim-RN, que oferece Ensino Fundamental I e II, contando com a participa??o de 7 professores e uma supervisora dessa institui??o, sujeitos de nossa pesquisa. Partimos do princ?pio de que as necessidades de forma??o s?o fen?menos subjetivos, socialmente constru?dos que permitem a tomada de consci?ncia dos objetivos para a forma??o. A abordagem investigativa ? de natureza qualitativa, cuja premissa fundamental ? a compreens?o dos significados, valores, inten??es que os seres humanos colocam em suas a??es, em rela??o com os outros e com os contextos em que interagem. Nesse contexto, optamos pela investiga??o-a??o por considerarmos esse tipo de pesquisa como um espa?o, tanto de investiga??o, quanto de forma??o profissional, em que professores e pesquisadora assumem, conjuntamente, a responsabilidade de problematizar, construir necessidades de forma??o e refletir as suas pr?ticas. Como procedimentos de constru??o e an?lise dos dados, desenvolvemos observa??es participantes nas atividades de sala de aula; entrevistas semiestruturadas (individuais e coletivas) com professores e supervisora; an?lise de documentos escolares e sess?es de estudos reflexivos que possibilitaram a triangula??o dos dados e a an?lise de conte?do. O percurso de pesquisa revelou que a an?lise de necessidades formativas dos professores ? um recurso capaz de contribuir para o planejamento de projetos de forma??o cont?nua mais apropriados ? constru??o da sua identidade cr?tica e reflexiva. Neste sentido, permitiu que fossem constru?das/reveladas necessidades de forma??o e a constru??o de conhecimentos dos professores em rela??o ? alfabetiza??o na perspectiva do letramento. As necessidades conceitualizadas a partir das dificuldades dos professores, das car?ncias percebidas e dos desejos de mudan?a manifestados por eles, quando s?o constru?das na an?lise e reflex?o de pr?ticas concretas, tendem a traduzir-se em teoriza??o de problemas, sem uma dimens?o de aplica??o de saberes. Desse modo, as viv?ncias do processo formativo est?o possibilitando a reflex?o das pr?ticas de ensino da leitura e da escrita e a assun??o de posturas mais voltadas para propiciar aos alunos condi??es de entendimento, compreens?o e uso social dos escritos e da fun??o do sistema de escrita. Os conte?dos tem?ticos da forma??o permitiram o acesso ao conhecimento de novas formas de conceber e trabalhar com a leitura e a escrita e suas fun??es sociais e saltos qualitativos dos professores com rela??o ? pr?tica de alfabetizar letrando. Essa constru??o te?rica nos possibilitou: conhecer e refletir necessidades de forma??o no ?mbito da forma??o continuada de professores; ressignificar nossa pr?pria forma??o e revisitar a nossa pr?tica como formadora de professores que atuam na escola p?blica. Conclu?mos com a confirma??o de que a reflex?o dos professores sobre as suas pr?prias necessidades de forma??o contribuiu para transforma??es de suas concep??es e pr?ticas de alfabetiza??o e letramento, mesmo diante de dificuldades encontradas, tanto na forma??o, quanto na organiza??o do trabalho pedag?gico

Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1 HostinaMFN_TESE.pdf: 4361213 bytes, checksum: 2ec46114060037a78b770bd3855857cd (MD5) Previous issue date: 2011-08-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Considering the dialogue as a gnosiological act and teachers as a researchers of their own practice, this thesis deals with the contribution of Paulo Freire thoughts to teacher s formation process. The study was made over an intervention carried out at a regular Pedagogy Course, however directed to teachers on duty inside a program called PROFOMA??O (Special program for professional formation on Basic Education) promoted by Universidade do Estado do Rio Grande do Norte (UERN). From Freire s ideas of problematizing education, action and reflection dialectics, conscientization and from the analysis of the course itself, I support the idea that the dynamics of collective construction of knowledge- three pedagogical moments (ANGOTTI, DELIZOICOV e PERNAMBUCO) when intermediated by individual reflection, provided by written register, permits the development of three important dimensions of knowledge about pedagogical practice; observation and selfobservation; understanding the theories witch grounds the action; and theorization. By these means, initial and permanent teacher s formation could materialize its political commitment in a concrete action of collective and participative act of conscientization and transformation of the reality of pedagogical practice at school ground, developing itself as a truly circle of action and reflection / Considerando o di?logo como um ato gnosiol?gico e o professor como um pesquisador de sua pr?tica, esta tese aborda a contribui??o do pensamento de Paulo Freire para a forma??o de professores, analisando uma interven??o realizada no Curso de Pedagogia voltado para a forma??o de professores em servi?o atrav?s do Programa Especial de Forma??o Profissional Para a Educa??o B?sica (PROFORMA??O) da Universidade do Estado do Rio Grande do Norte (UERN). A partir das ideias freireanas de educa??o problematizadora, a??o-reflex?o-a??o, conscientiza??o e da an?lise da interven??o, defendo que a din?mica de constru??o coletiva de conhecimentos - tr?s momentos pedag?gicos, conforme Jos? Andr? Angotti, Dem?trio Delizoicov e Marta Pernambuco - quando intermediada pela reflex?o individual proporcionada pelo registro escrito, permite o desenvolvimento de tr?s importantes dimens?es do conhecimento sobre a pr?tica pedag?gica: a observa??o e auto-observa??o; a compreens?o das teorias que fundamentam a a??o; e a teoriza??o. Assim, a forma??o inicial e permanente de professores pode materializar seu compromisso pol?tico numa a??o concreta, coletiva e participativa de conscientiza??o e transforma??o da realidade da pr?tica pedag?gica na escola, desenvolvendo-se como um verdadeiro c?rculo de a??o-reflex?o-a??o

Made available in DSpace on 2014-12-17T14:36:23Z (GMT). No. of bitstreams: 1 AnaTSS_TESE.pdf: 3401523 bytes, checksum: 93f615dc11810e50b602af6233df1e27 (MD5) Previous issue date: 2011-08-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study The Dyad of knowledge and teaching practices: an inter-relational study deals with the relationship between conceptual knowledge on behalf of the teachers and their teaching practices. The research aims to investigate the relations amongst conceptual meanings related to the professor and the practices of three (03) Fundamental Cycle public schools teachers in Natal-Brazil. Thus, a collaborative research of qualitative nature was performed by us. It was based on collaboration and critical reflection, as well as the socialhistorical theoretical methodological principles of Ferreira (2009). This was acknowledged as an analytical support for the reflections that were realized on concepts related to teachers and teaching considering the archeology on these concepts. The methodological procedures and tools we used consisted of Formative Autobiographies, Reflexive Study, Collaborative Observation, as well as some Reflexive Sessions. The analysis framework was based on information obtained by these methodological procedures as well as the critical collaborative and reflexive procedures. The studies permitted us to widen our knowledge related to the conceptual meaning of teaching and teachers. But it was not always possible for us to (re)elaborate these meanings in the conceptual phase. This was only possible to understand once our Formative Autobiographies were analyzed. They reveal that the concept elaboration process is not a part of our own formative path. The time that was dedicated to that proved to not be enough. The concept elaboration process demands time, effort as well as life-long learning skills. This is not always possible to achieve in this part of the study, on the other hand, this was possible to acknowledge that in the different stages of our conceptual elaboration. The teaching practices that we analyzed were predominantly heterogeneous and were fundamented on meanings of concepts related to teachers and teaching, that were internalized beforehand, (re)elaborated according to the conflicted and contradictory situations. The reflexive and collaborative process that we experimented during the Reflexive Sessions pointed out the predominance of technical and practical reflection process. In some moments it was possible for us to critically reflect on teaching practices due to the collaborative mode that we experienced. The importance of collaboration for teaching formation and professional development of behalf of teachers in general is pointed out by this research. Also regarding this research it was possible to see that there was personal and professional growth, experiencing learning together to collaborative reflect, as well as to counter-argument, reformulate concepts and conceptions aiming to transform our teaching practice / O estudo que apresentamos, intitulado A d?ade saberes e pr?ticas docentes: um estudo de suas inter-rela??es, trata da rela??o entre os saberes conceituais de professor e doc?ncia e as pr?ticas docentes. Teve como objetivo investigar a rela??o entre os significados conceituais relativos a professor e doc?ncia e a pr?tica docente de tr?s (03) professoras do Ensino Fundamental que atuam em escolas p?blicas da cidade do Natal. Realizamos uma pesquisa colaborativa, de natureza qualitativa, com foco na colabora??o e reflex?o cr?tica, tendo os princ?pios da teoria s?cio-hist?rica e a metodologia conceitual de Ferreira (2009) como suporte anal?tico para as reflex?es que realizamos sobre os conceitos de professor e doc?ncia, assim como sobre a arqueologia desses conceitos. Fizemos uso dos seguintes procedimentos metodol?gicos: Autobiografias de Forma??o, Ciclos de Estudos Reflexivos, Observa??o Colaborativa e Sess?es Reflexivas. O corpus de an?lise se constituiu das informa??es obtidas por meio desses procedimentos metodol?gicos, acrescidos do processo colaborativo reflexivo e cr?tico. Os estudos que realizamos permitiram ampliar nosso conhecimento relativo ao significado conceitual de professor e de doc?ncia, por?m nem todas n?s conseguimos (re)elaborar esses significados no est?gio conceitual, fato compreens?vel se voltarmos o olhar para as nossas Autobiografias de Forma??o, as quais revelaram que o processo de elaborar conceitos n?o fez parte do nosso percurso formativo. Os momentos dedicados para tal finalidade n?o foram suficientes porque esse processo de elabora??o de conceitos demanda tempo e um longo aprendizado, nem sempre atingido de uma s? etapa de estudo, fato comprovado nos est?gios diferenciados de nossas elabora??es conceituais. As pr?ticas docentes que analisamos caracterizaram-se como predominantemente heterog?neas, fundamentadas ora nos significados dos conceitos de professor e de doc?ncia, internalizados anteriormente, ora nos (re)elaborados, determinando muitas vezes situa??es conflituosas e contradit?rias. Quanto ao processo reflexivo colaborativo vivenciado por n?s durante as Sess?es Reflexivas, a predomin?ncia foi da reflex?o t?cnica e pr?tica, mas em alguns momentos refletimos criticamente sobre as pr?ticas docentes, gra?as ? instaura??o do processo de colabora??o por n?s vivenciado. Destacamos a import?ncia que tem a pesquisa colaborativa para forma??o e desenvolvimento profissional de professores de modo geral. No caso desta pesquisa, crescemos como profissionais e enquanto pessoas, aprendendo juntas a refletir colaborativamente, argumentar, contra-argumentar, reformular concep??es e conceitos, objetivando a transforma??o de nossa pr?tica docente

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 GiovanaGA_DISSERT.pdf: 1258572 bytes, checksum: d33511dc10094c92691def4257aceaaa (MD5) Previous issue date: 2010-08-05 / Evidence of learning object like representation to social teachings that active in the education of young and adult with the point of view of the ―To be teacher‖ in this modality of teaching, to direct the intention, this research is way, understand the existence of this representation in center acting teachers in the initial periods of the EJA in the Rio Grande do Norte and its reasoning the theories of social representation (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). We interviewed one hundred and ten (110) teachers who work at schools in the Metropolitan Regions of Natal. We use two procedures: focal group (GATTI, 2005) and multiple classification analysis MCA (ROAZZI, 1995).Thus us with the focal group, attended by eight (08) teachers and seek to know understanding their ideas about EJA, what was possible from the content analysis (BARDIN, 1977; FRANCO, 2007) of the following category: the teacher s view of the EJA context. Developing the MCA, we met twenty (20) teachers in the first stage, free-word association technique FAT (ABRIC, 1998), and ninety in the second stage, including the participants of the focal group. The results of this procedure were submitted to multidimensional analysis and content analysis. The first showed three facets: having and being teacher dimension (ideal), which was about the example teacher s characteristics and behaviors; teacher/ student relation which was about the difficulties and doubts of this relationship as well as its success; at last, conflicting dimension from/ with practice, based on the conflicts experienced by the teachers as EJA workers. Content analysis based on the theme organization from the interpreted data showed four categories: resources to be a teacher which also brought out the definition of an ideal teacher; talk about teaching which disclosed teachers thoughts about the knowledge and being a teacher; obstacles to EJA which showed situations and conditions that prejudice EJA development; and also admission as EJA teacher: viewing reasons which revealed the reasons why teachers went to EJA even though they were formed to deal with children. The conjoint analysis us evidenced the little the dominion of the teachers a participation these search at respect of origin, of the meaning of the character while the singular of EJA modality of teaching the conformation of the social representation from the ―To be‖ on the general vision dissociating with it of inexistence of a social representation of ―to be teacher of the EJA‖ white striking element in the reference at singularity that define the related modality of teaching / Evidenciando como objeto de estudo a representa??o social que os docentes atuantes na Educa??o de Jovens e Adultos possuem a respeito do ―ser professor‖ nesta modalidade de ensino, objetivamos, por meio desta pesquisa, compreender a exist?ncia desta representa??o em meio aos professores atuantes nos per?odos iniciais da EJA, tendo como fundamenta??o a Teoria das Representa??es Sociais (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). Para isto, contamos com a participa??o de cento e dez (110) profissionais que lecionam em escolas da Regi?o Metropolitana de Natal. Nessa busca, utilizamos dois procedimentos metodol?gicos: o grupo focal (GATTI, 2005) e o procedimento das classifica??es m?ltiplas PCM (ROAZZI, 1995). Atrav?s do grupo focal, que contou com a participa??o de oito (08) professores, buscamos conhecer as percep??es que estes possuem sobre a EJA, o que foi alcan?ado por meio da an?lise de conte?do (BARDIN, 1977; FRANCO, 2007), tendo como evid?ncia a categoria: o contexto da EJA sob o olhar docente. Para a realiza??o do PCM, contamos com (20) participantes em sua primeira etapa, a t?cnica de associa??o livre de palavras TALP (ABRIC, 1998), e (90) para a segunda incluindo aqueles participantes tamb?m do Grupo Focal. Os resultados deste procedimento passaram pelas an?lises multidimensional e de conte?do. A primeira evidenciou tr?s facetas: dimens?o do ter e do ser docente (ideal), que trata das caracter?sticas e dos comportamentos que, segundo os professores, definem um profissional modelo; rela??o docente/discente, voltada ?s quest?es que permeiam as dificuldades, as d?vidas e tamb?m os ?xitos desta rela??o; e, por fim, a dimens?o conflitiva da/com a pr?tica, centrada nos conflitos vividos pelos docentes mediante a pr?tica com a EJA. A an?lise de conte?dos, tendo como base a organiza??o dos temas oriundos do material interpretado, revelou-nos quatro categorias: atributos do ter para ser, que retrata igualmente as defini??es do professor ideal, o que precisa ter para ser este profissional; discursos sobre a doc?ncia, reveladora do que pensam os professores sobre o saber e o fazer do docente; obst?culos ? EJA, que evidencia situa??es ou condi??es que dificultam a atua??o na EJA; e, ainda, o ingresso do docente na EJA: vislumbrando raz?es, cujo teor expressa os motivos que impulsionaram os professores a ingressarem na EJA ainda que formados para a pr?tica com crian?as. O conjunto dessas an?lises nos evidenciou o pouco dom?nio dos professores participantes desta pesquisa a respeito da origem, do significado e da natureza da EJA enquanto uma modalidade singular de ensino; a confirma??o de uma representa??o social do ―ser docente‖ numa vis?o generalista, demarcando, com isto, a inexist?ncia de uma representa??o social do ―ser professor da EJA‖; al?m da identifica??o de uma representa??o social de ―aluno da EJA‖ enquanto elemento marcante na refer?ncia ?s singularidades que definem a referida modalidade de ensino

Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 MariaALMP_TESE.pdf: 2838557 bytes, checksum: d14dd6444dfeda7294bf61302f9deb44 (MD5) Previous issue date: 2012-05-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education / Este trabalho se originou das nossas preocupa??es com as quest?es relativas ? forma??o do professor de educa??o infantil. A partir das dificuldades experimentadas como professora principiante na pr?-escola, julgamos importante pesquisarnecessidades de forma??o desses profissionais. Assim sendo, definimos como objetivo dessa pesquisa, investigar necessidades de forma??o docente de professores principiantes da Educa??o Infantil/Pr?-escola. Nosso trabalho se inscreve na Abordagem Qualitativa da Pesquisa Educacional, e tem como procedimentos de constru??o dos dados a entrevista semiestruturada e a an?lise documental. Nosso campo emp?rico foi constitu?do por escolas da regi?o metropolitana de Natal/RN, que oferecem educa??o infantil/pr?-escolar. Os sujeitos da pesquisa s?o cinco professoras que atuam como titular de turma de pr?-escola e que possuem de 0 a 3 anos de pr?tica docente, se caracterizando segundo Huberman (2007) como professoras principiantes. Da an?lise dos dados, fundamentada em princ?pios da analise de conte?do, emergiram tr?s temas: Doc?ncia de Professor Principiante na Educa??o Infantil/Pr?-escola; Raz?es explicativas das Dificuldades Docentes/Necessidades Formativas e Forma??o para Doc?ncia na Educa??o Infantil/Pr?-escola, a partir da An?lise de Necessidades de Forma??o, com suas respectivas categorias, subcategorias, contribuindo para a nossa compreens?o acerca do objeto de estudo. O ingresso na profiss?o ? marcado por sentimentos amb?guos de euforia e medo, em que parece haver um choque com a realidade. As dificuldades est?o relacionadas ao planejamento/execu??o das atividades, ao atendimento ?s necessidades individuais de aprendizagem e ? avalia??o das crian?as.Como estrat?gia de supera??o das dificuldades as professoras exercitam a a??o-reflex?o-a??oem suas pr?ticas e buscam atualiza??es cont?nuas no plano te?rico-metodol?gico da Educa??o Infantil As raz?es que definem essas dificuldades podem estar relacionadas ao professor, a escola, a fam?lia e ainda aos alunos dessas institui??es. Na viv?ncia dessas dificuldades tem se delineado as necessidades de forma??o docente, dentre as quais se destacam os estudos sobre ?tica na doc?ncia com crian?as, conceito de crian?a e suas inf?ncias,especificidades do ensinar/aprender na pr?-escola, brinquedos e brincadeiras, determina??es legais sobre a educa??o infantil, m?ltiplas linguagens e express?es na educa??o da inf?ncia, conte?dos espec?ficos das ?reas do conhecimento, dentre outros. Al?m disso, estudos acerca de te?ricos como Piaget, Vigotsky, Maria Carmem Barbosa e Em?lia Ferreiro. Para essas profissionais ser um bom profissional de educa??o infantil consiste em: gostar de crian?a, ser afetuosa, paciente e cuidadosa, ter forma??o te?rico-pr?tica espec?fica para a doc?ncia na Educa??o Infantil, ser capaz de improvisar com seriedade e compet?ncia buscando atualiza??es na forma??o continuada. As pesquisasrealizadas, junto aos autores e ?s professoras, ratificam a nossa compreens?o de que as necessidades de forma??o das principiantes podem estarrelacionadas a lacunas da forma??o inicial e continuada

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 LuciaHBF_TESE.pdf: 3738014 bytes, checksum: 025f1838fb0717f4401d8721ca294d58 (MD5) Previous issue date: 2011-12-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper presents a discussion about the use of the History of Mathematics as an educational resource and conceptual mediator in the formation of teachers who teach mathematics in the years of elementary school. It was a qualitative action method, in order to show the importance of holding workshops of History and Pedagogy of Mathematics as contribution to overcome the conceptual difficulties of teaching and teachers regarding the content covered in the course of education and afterwards they have to teach in the early of elementary school. We assume that understanding the historical, social and cultural comprehension as a conceptual and didactic focus effectively nurture the pursuit of a teaching and learning of mathematics students safe and justified in order to contribute to overcoming the difficulties of teaching and learning usually occurred in the classroom of the early years. In this sense, we organized a study group formed by students of Bachelors in Education and Mathematics at the University of Piau?. We developed five training workshops in History and Pedagogy of Mathematics, with a workload of 20 hours each and four follow-up sessions and advicement, totalizing 180 hours. The purpose of workshops was to develop studies on the History of Mathematics that could support the formation of a conceptual and didactic group with a view to prepare teaching materials and activities based on information drawn from undertaken historical studies .The products designed were used in formation of the group itself and will later be used in training teachers of public school in Teresina, in the form of workshop of History and Pedagogy of Mathematics in order to overcome problems arising from teaching and conceptual this education degree in Education Based on the obtained informations it was possible to suggest new referrals procedural level of education and university extension that may contribute to the reorientation of initial and continuing training of teachers in the early years elementary school / O presente trabalho apresenta uma discuss?o a respeito da utiliza??o da Hist?ria da Matem?tica como um recurso mediador did?tico e conceitual, na forma??o de professores que ensinam Matem?tica nos anos iniciais do Ensino Fundamental. Trata-se de uma pesquisa qualitativa, na modalidade pesquisa-a??o, com o intuito de mostrar a import?ncia da realiza??o de Ateli?s de Hist?ria e Pedagogia da Matem?tica como contribui??o na supera??o das dificuldades did?ticas e conceituais desses professores com rela??o aos conte?dos abordados no Curso de Pedagogia, e que, posteriormente, eles t?m de ensinar nos anos iniciais do Ensino Fundamental. Deste modo, partimos do princ?pio de que a compreens?o hist?rica, social e cultural, sob um enfoque conceitual e did?tico, oportuniza aos alunos, de forma efetiva, o exerc?cio seguro e justificado do ensino e aprendizagem da Matem?tica, de modo a contribuir para a supera??o das dificuldades de ensino e de aprendizagem, costumeiramente ocorridas nas salas de aula dos anos iniciais. Neste sentido, organizamos um grupo de estudos, formados por alunos de Licenciatura em Pedagogia e em Matem?tica da Universidade Federal do Piau?, desenvolvemos cinco ateli?s formativos em Hist?ria e Pedagogia da Matem?tica, com carga hor?ria de 20 horas cada um e quatro sess?es de acompanhamento e assessoramento, perfazendo um total de 180 horas. A finalidade dos ateli?s foi desenvolver estudos sobre a hist?ria da Matem?tica que pudessem subsidiar a forma??o conceitual e did?tica de um grupo de alunos das licenciaturas em Matem?tica e Pedagogia, com vistas ? elabora??o de materiais did?ticos e atividades baseadas nas informa??es extra?das dos estudos hist?ricos realizados. Os produtos finais elaboradas foram utilizados na forma??o do pr?prio grupo, para, posteriormente, serem aplicados ? forma??o de professores da rede p?blica de ensino de Teresina, na forma de um ateli? de Hist?ria e Pedagogia da Matem?tica, visando superar problemas did?ticos e conceituais decorrentes de sua forma??o de Licenciatura em Pedagogia. Com base nas informa??es obtidas, sugerimos novos encaminhamentos processuais em n?vel de ensino e extens?o universit?ria que possam contribuir para a reorienta??o da forma??o inicial e continuada dos professores dos anos iniciais do Ensino Fundamental. Palavras-chaves: Educa??o. Hist?ria e Pedagogia da Matem?tica. Ensino Fundamental. Forma??o de Professores

Made available in DSpace on 2014-12-17T14:36:30Z (GMT). No. of bitstreams: 1 FrancinaideLS_TESE.pdf: 2618397 bytes, checksum: abbc13ba2c3f8f1bf61920206ede4aff (MD5) Previous issue date: 2013-02-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The research aims to analyze Professor Education in Natal, Rio Grande do Norte-Brazil in the period of 1908 to 1971. The work falls under the theme History of Scholar Institutions as well as Professor Education. The research investigates the evolution of the so called Normal School, a school that aimed professor education. It was based on assumptions by works of Chartier (1990), Chervel (1990), Elias (1994), N?voa (1987), Schriewer (2000), amongst others. The research dealt with a great array of documents in different institutions such as Minutes, Public Instruction Management Reports, Laws, newspaper articles (from the newspaper A Capital, A Ordem e A Rep?blica), magazines such as Pedagogium (1921-1940); all of which present in the Geographical and Historical Institute of Rio Grande do Norte in Brazil. In the State?s public archive it was possible to find a book called Livro de Honra (1914-1919) as well as class diaries and books that contained details related to Scholar group Inscriptions. In the Atheneu Memorial the Atheneu Congregation of Normal School (1897) document was analyzed. In the Kennedy Superior Institute the researcher analyzed the Professor Nominal Graduation Registry Book. The work proposes a comparative study regarding the genesis present in the Lisbon Primary Normal School and the ones situated in Natal. The analysis dealt with institutional meanings attributed by educators. Documents from The Portuguese National Library as well as the Lisbon Superior Education School were analyzed. In this in environment, it was possible to analyze documents such as Minutes, Books, Manuals, Internal Regiments related to Pedagogy. The study allowed acknowledging that these Normal Schools emerged from the same historical substrate and present consonance between the two countries regarding once both were associated with politicians, professors, doctors, hygienists and professionals evolved with education. It was also possible to acknowledge that there is a presence of a pedagogical discourse attached to the primary school universe and professor education. The Natal Normal School was present in different contexts and was consolidated as an institution that was responsible for the education and preparation of primary school teachers. The school was considered a locus where it was possible to produce and work with specific knowledge in a peculiar fashion. This knowledge provided the necessary support for professor education and was in accordance with the world?s professional pedagogical movement as well as ideas, discussions and reflections. This school was considered a space for pedagogical activities, professional affirmation allowing action reflection enabling professor representation as knowledge producers legitimating professor instruction / A pesquisa analisa a hist?ria da forma??o de professores em Natal, Rio Grande do Norte, entre 1908 e 1971. Insere-se na tem?tica da Hist?ria das Institui??es Escolares e da Forma??o de Professores e investiga o percurso da Escola Normal de Natal na prepara??o de professores prim?rios. Fundamenta-se nos pressupostos de Chartier (1990), Chervel (1990), Elias (1994), N?voa (1987), Schriewer (2000), dentre outros, como tamb?m em documentos localizados, principalmente, no Instituto Hist?rico e Geogr?fico do Rio Grande do Norte|IHGRN como Atas, Of?cios, Relat?rios dos Diretores da Instru??o P?blica, Leis, Decretos, Mensagens dos Governadores, al?m de artigos dos jornais A Capital, A Ordem e A Rep?blica, bem como da revista Pedagogium (1921-1940). No Arquivo P?blico do Estado|APE encontramos o Livro de Honra (1914-1919), Di?rios de Classe e o Livro de Inscri??o dos Grupos Escolares. Do Memorial do Atheneu analisamos a Ata da Congrega??o do Atheneu e da Escola Normal (1897) e do Instituto de Educa??o Superior Presidente Kennedy o Livro de Registro Nominal dos Professores Diplomados pela Escola Normal. Propomos o estudo comparado da g?nese da Escola Normal Prim?ria de Lisboa e de Natal, ancorados no problema da an?lise dos sentidos atribu?dos ao modelo de institui??o. Pesquisamos nos acervos da Biblioteca Nacional de Portugal|BNP e da Escola Superior de Educa??o de Lisboa|ESELX, antigo pr?dio da Escola Normal Prim?ria, nos quais encontramos Atas, Livros, Manuais de Pedagogia e Regimentos Internos. O estudo evidenciou que estas Escolas Normais surgiram do mesmo substrato hist?rico, como tamb?m a conson?ncia entre os dois pa?ses no que concerne a um modo de saber que associava pol?ticos, professores, m?dicos, higienistas e os demais especialistas da sociedade envolvidos com a educa??o. Constatamos, ainda, a presen?a de um discurso pedag?gico pr?prio ? escola prim?ria e ao preparo do magist?rio. De modo particular, a Escola Normal de Natal funcionou em diferentes espa?os e consolidou-se como a institui??o respons?vel pelo preparo dos mestres prim?rios. Enquanto locus da forma??o de professores constituiu uma forma escolar pr?pria, a partir da produ??o e veicula??o de saberes espec?ficos e de modos de fazer peculiares. Saberes os quais deram suporte ao preparo profissional para o magist?rio e que estavam em conformidade com o movimento pedag?gico mundial, as ideias, discuss?es e reflex?es dos pedagogos e dirigentes educacionais. A Escola Normal de Natal era um espa?o de atividades pedag?gicas, de afirma??o profissional, um lugar de reflex?o sobre as a??es que conferiram aos professores a representa??o de profissionais produtores de saberes os quais legitimaram a instru??o e a profiss?o docente

Made available in DSpace on 2014-12-17T14:36:31Z (GMT). No. of bitstreams: 1 MariaDB_DISSERT.pdf: 1398760 bytes, checksum: 3aa5165739701ecbe54b67cf92861fb9 (MD5) Previous issue date: 2011-05-18 / The essay "A local view of a national project: the course in Media Education" presents a research aimed at analyzing how the course Media in Education is being implemented by both Federal University of Rio Grande do Norte and State University of Rio Grande do Norte, with the intention of pointing out weaknesses in its use, which should be resolved in order to contribute to the design of other courses along these lines. Therefore, we performed a survey in which data collection, have used open questionnaires available in online pages created specifically for this purpose and administered to alumni and former participants, course participants and tutors from the two universities involved in the research. Through these questionnaires, we identified, especially, those aspects that negatively affect the provision of course related to the student's profile, the virtual learning environment where the course is hosted, the meetings, the contents and activities, the mentoring and the dropout, and the changes to improve the implementation of the course. The research collaborators are professors of public basic education. To understand the continuing education of teachers, conducted through distance education, using the virtual learning environment, we contextualize this from the nineties, in the context of the Brazilian educational reform took place in that decade. The Media in Education course is presented as a different proposition because it allows teachers to follow different pathways, materialized in the learning cycle. At the end of the study, we conclude that the implementation of this course, of the RN, the conditions for dialogue to happen, specifically, are not given / A disserta??o Uma vis?o local de um projeto nacional: o curso M?dias na Educa??o apresenta uma pesquisa que visa fazer uma an?lise de como vem sendo implementado o curso M?dias na Educa??o pela Universidade Federal do Rio Grande do Norte e Universidade Estadual do Rio Grande do Norte, com a inten??o de apontar lacunas em sua oferta, que devem ser sanadas na perspectiva de contribuir para o desenho de outros cursos nesses moldes. Para tanto, realizamos uma pesquisa participante em que na coleta dos dados, utilizamo-nos de question?rios abertos disponibilizados em p?ginas online criadas, especificamente, para esse fim e respondidos por cursistas que conclu?ram o curso, cursistas que desistiram bem como tutores das duas universidades envolvidas na pesquisa. Atrav?s destes question?rios, procuramos identificar, principalmente, os aspectos que interferem de forma negativa na oferta do curso, relacionados ao perfil do cursista, o ambiente virtual de aprendizagem onde o curso est? hospedado, os encontros presenciais, os conte?dos e atividades, a tutoria e a evas?o, assim como as mudan?as para melhorar a implementa??o do curso. Os colaboradores da pesquisa s?o professores da educa??o b?sica p?blica do RN. Para entendermos a forma??o continuada de professores, desenvolvida atrav?s da educa??o a dist?ncia, utilizando-se de ambiente virtual de aprendizagem, fizemos uma contextualiza??o desta a partir da d?cada de noventa, no contexto da reforma educacional brasileira ocorrida na referida d?cada. O curso M?dias na Educa??o se apresenta como uma proposta diferente por possibilitar aos professores seguir diferentes percursos, materializados em ciclos de aprendizagem. Ao final da pesquisa, conclu?mos que na implementa??o deste curso, no RN, as condi??es para que aconte?a o di?logo, concretamente, n?o s?o dadas

Made available in DSpace on 2014-12-17T14:36:34Z (GMT). No. of bitstreams: 1 MariaDB_TESE.pdf: 2016275 bytes, checksum: c9e97fa9ba7ef645647a1da3d03c326b (MD5) Previous issue date: 2013-12-06 / The thesis Distance learning and didactic material: a study about the course Media in the education in Natal shows a research about the didactic material and its insertion in the distance training course to teachers. In this sense, this research aims to contribute to some universities with reflections about the way to elaborate the didactic material to the distance training course of teachers with the following specific objectives: a) identify some aspects in the didactic material in the extension course Media in the Education that difficult media usage by the teachers members of the course in the pedagogical practice; b) discuss about the way how didactic material to the distance training course to teachers has been created; c) stimulate teachers/members to integrate media in their teacher practice. For that reason, we have developed an action-research (THIOLLENT, 2011; FRANCO, 2005), based on it we elaborated a proposal do complement activities to the course Media in the Education that were applied to two classes during the fifth edition of this course. This research is presented in four steps: 1st) analyze of the course modules; 2nd) creation of a proposal to complement the activities; 3rd) applying the proposal to the students during the fifth edition to the course; 4th) analyze of forums and log books written by teachers/students. Data was analyzed by the contents perspective of Bardin (2011). As a theoretical support, we have Tardif (2012), about teachers knowledge; Dewey (1959; 2011) and Freire (2001; 2009; 2010a; 2010b; 2012) related to learning perspective; Candau (2002), Rays (2003) and Freire (2010a), about the relation theory x practice in the teacher training; Andrade (2003; 2009) and Belloni (2010) about distance teacher training; B?rvot; Belloni (2009), Neves; Medeiros (2005) and Prado (2005), related to Media integration. This research revealed the didactic material of the course Media in the Education has not a proposal to articulate theory and practice, due to this, this course opposed the Media integration. For that reason, teachers/members have real problems to integrate Media in their scholar routine. This research confirmed the way this didactic material was formulated did not help the teachers/students to integrate media in their pedagogical activities / A tese Educa??o a Dist?ncia e Material Did?tico: um Estudo sobre o Curso M?dias na Educa??o apresenta uma pesquisa que trata do material did?tico e sua inser??o em cursos de forma??o de professores a dist?ncia. A pesquisa teve como principal objetivo subsidiar as universidades no sentido de repensarem a forma de elabora??o de material did?tico para cursos de forma??o de professores a dist?ncia e os seguintes objetivos espec?ficos: a) identificar aspectos no material did?tico do curso de extens?o M?dias na Educa??o que t?m dificultado o uso das m?dias pelos professores participantes do curso na pr?tica pedag?gica; b) discutir sobre a forma como est?o sendo elaborados os materiais did?ticos para cursos de forma??o de professores a dist?ncia; e c) estimular os professores/cursistas a integrarem as m?dias na pr?tica docente. Para tanto, desenvolvemos uma pesquisa-a??o (Thiollent, 2011; Franco, 2005), a partir do momento em que elaboramos uma proposta de complementa??o das atividades para o curso de extens?o M?dias na Educa??o e aplicamos em duas turmas durante a quinta edi??o. A pesquisa apresenta quatro fases: 1?) an?lise dos m?dulos do curso; 2?) elabora??o de uma proposta complementar para as atividades; 3?) implementa??o da proposta de complementa??o das atividades durante a 5? edi??o do curso, e; 4?) a an?lise de f?runs e os di?rios de bordo dos professores. Os dados foram analisados na perspectiva da an?lise de conte?do de Bardin (2011). Como aporte te?rico, trouxemos Tardif (2012) com os saberes docentes; Dewey (1959; 2011) e Freire (2001; 2009; 2010a; 2010b; 2012) abordando a perspectiva de aprendizagem; Candau (2002), Rays (2003) e Freire (2010a) a rela??o teoria-pr?tica na forma??o docente; Andrade (2003; 2009) e Belloni (2010) a forma??o de professores a dist?ncia; B?rvot e Belloni (2009), Neves e Medeiros (2005) e Prado (2005) a integra??o de m?dias. A pesquisa mostrou que o material did?tico do curso M?dias na Educa??o n?o prop?s a articula??o entre a teoria e a pr?tica, dificultando a integra??o de m?dias. Os professores/cursistas t?m problemas concretos para integrar as m?dias em sua rotina escolar. A pesquisa confirma, por sua vez, que a forma como o material did?tico do curso M?dias na Educa??o foi elaborado n?o d? conta de os professores/cursistas integrarem as m?dias nas atividades pedag?gicas