Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-25T20:29:00Z No. of bitstreams: 1 MariaDoSocorroEstrelaPaixao_TESE.pdf: 1415118 bytes, checksum: f46ca314976de95219ab4739380727bd (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-25T23:23:59Z (GMT) No. of bitstreams: 1 MariaDoSocorroEstrelaPaixao_TESE.pdf: 1415118 bytes, checksum: f46ca314976de95219ab4739380727bd (MD5) / Made available in DSpace on 2016-08-25T23:23:59Z (GMT). No. of bitstreams: 1 MariaDoSocorroEstrelaPaixao_TESE.pdf: 1415118 bytes, checksum: f46ca314976de95219ab4739380727bd (MD5) Previous issue date: 2015-12-16 / Esta pesquisa tem como objeto de estudo a a??o mediadora docente e a sua implica??ocom a orienta??o dos relat?rios no Est?gio Supervisionado Obrigat?rio (ESO), no processode gest?o do curr?culo de forma??o do pedagogo. Partimos do pressuposto de que ossentidos atribu?dos ? gest?o do curr?culo pelos docentes formadores relacionam-se maiscom a forma como cada um entende sua a??o mediadora no processo de orienta??o deatividades did?tico-pedag?gicas e menos com a ades?o a um projeto comum, qual seja: oProjeto Pedag?gico do Curso (PPC). Rssim, o nosso objetivo central corresponde acompreender os sentidos atribu?dos pelos 'docentes formadores ao processo de gest?o docurr?culo, tendo como foco a sua a??o no ESO do curso de Pedagogia da UFMA.Buscamos, de um lado, indicativos das rela??es estabeleci das por eles, entre a suaexperi?ncia profissional e as pr?ticas de orienta??o dos relat?rios em processo no curso.Por outro lado, mobiliza-nos, nesta pesquisa, a preocupa??o tamb?m com os sentidosformat?vos atribu?dos ? escrita do relat?rio pelos docentes do curso de Pedagogia daUFMA. Para tanto, como refer?ncia principal, utilizamos as entrevistas realizadas einterpretadas por meio da metodologia da Entrevista Compreensiva. A partir dos discursosorais, compreendemos que, embora as a??es mediadoras docentes da produ??o escrita noESO devam ser aperfei?oadas, seu processo no curso de Pedagogia configura-se como umarealidade associada a sentidos e pr?ticas diversos. Nesse sentido, defendemos que asorienta??es docentes na perspectiva da reflex?o critica, em que a escrita temfuncionalidade social, precisam ultrapassar a dimens?o individual, devendo ser debatidas eressignificadas como pr?ticas coletivas institucionalmente. Com esta pesquisa, esperamoscontribuir para as pesquisas sobre a a??o mediadora docente e a sua implica??o naorienta??o da escrita dos relat?rios de ESQ e no processo de gest?o do curr?culo deforma??o do pedagogo. / This research is taking as study aim the mediatory teaching action, its involvement with educational guidance reports of Supervised Obligatory Student Teaching in curriculum managing by formal teachers is more related to the form as each one understands the mediatory action of the pedagogy teaching activities than to the adherence of a common project, that is: the Course Pedagogy Project (CPP). Thus, our aim is meant to understand the attribution from the formal teachers to curriculum managing process, having as forms its action in the supervised obligatory student teaching at UFMA Pedagogy Course. On one side, we look for traces about established relation by them between their professional experience and their report guidance in current course. On the other hand, a research concern comes up to us on the forming meaning of the report writing by UFMA Pedagogy Teachers Course. In order to do that, we used interviews interpreted by means of methodology understanding interview. Starting from oral speeches, we understand that the managing formation in this course is linked to postures not identical and adjustable to conditions the teachers have access. We identify a curriculum subject group and a group that by their conformation adapted is considered as object group of curriculum practices. As for the mediatory action in writing formation process, we noticed that they contribute to teacher information at UFMA in the reflexive critic perspective and or in the bureaucratic reproduction perspective. The report writing at the end of the Supervised Obligatory internship is characteristic of quality quantity assessment display, as bureaucratic process and as reflexive display and didactic pedagogy activity intervention. We defend that the teachers? guidance under critical reflections, where the writing has a social role, must overcome individual dimension, they must be debated as collective and organized practices. We hope to contribute with such a research on teacher mediatory actions and their implementing with help of reporting writing guidance in the Supervised Obligatory Student Teaching in the Curriculum Teacher managing process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T21:45:31Z No. of bitstreams: 1 TerciaMariaSouzaDeMouraMarques_DISSERT.pdf: 1381223 bytes, checksum: 7ac34092bdea92ede1ca84edfbc99ab8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-13T23:58:33Z (GMT) No. of bitstreams: 1 TerciaMariaSouzaDeMouraMarques_DISSERT.pdf: 1381223 bytes, checksum: 7ac34092bdea92ede1ca84edfbc99ab8 (MD5) / Made available in DSpace on 2016-05-13T23:58:33Z (GMT). No. of bitstreams: 1 TerciaMariaSouzaDeMouraMarques_DISSERT.pdf: 1381223 bytes, checksum: 7ac34092bdea92ede1ca84edfbc99ab8 (MD5) Previous issue date: 2015-05-15 / Os livros, a forma??o escolar e as bibliotecas, pelo fato de se harmonizarem, nos seus meios e nos seus des?gnios, expandem-se para as pol?ticas institucionais e para a hist?ria da educa??o e a hist?ria do livro. O livro impresso, enquanto objeto cultural, ? a manifesta??o de muitas hist?rias como, por exemplo, a hist?ria do livro universit?rio que ora escrevemos. No rigor da pesquisa e da escrita hist?rica, delimitamos como corpus documental: cat?logos de fichas, livros de tombo, curriculum vitae, narrativas de bibliotec?rias, relat?rios, resolu??es. O trabalho de disserta??o concernente ? tem?tica literatura escolar e pedag?gica e ? forma??o de pedagogos e educadores no curso de Pedagogia da Universidade Federal do Rio Grande do Norte e ao objeto de estudos - os livros universit?rios enquanto literatura escolar e pedag?gica, em suas edi??es impressas no per?odo de 1959 a 1980 - levou-nos a definir, como objetivo, a reflex?o acerca das inter-rela??es entre o livro universit?rio das Ci?ncias da Educa??o e as pol?ticas institucionais, estabelecidas pelo Minist?rio da Educa??o e Cultura e aquela institui??o universit?ria. As orienta??es te?rico-metodol?gicas dos historiadores e historiadores da educa??o, como Robert Danton, Alan Choppin e Circe Bittencourt permitiram compreender a hist?ria do livro em geral e do livro universit?rio das Ci?ncias da Educa??o enquanto literatura escolar e pedag?gica, ao mesmo tempo que subentendem a reconstitui??o da media??o de editores, autores, livreiros, institui??es p?blicas e entidades privadas. A hist?ria do livro universit?rio das Ci?ncias da Educa??o, em suas nomea??es de Educa??o, Pedagogia, Did?tica e em suas outras nomea??es diversamente de t?tulos, formadores de professores e educadores ? produto e integra o sistema cultural da na??o brasileira e de uma produ??o editorial nacional e internacional. / Books, school education and libraries, because harmonize, in their means and in their endeavour, expand themselves to the institutional policies and the history of education and history of the book. The printed book, as a cultural object, is the manifestation of many stories, for example, the history of the university book we now write. The accuracy of historical writing and research, delimited as documentary corpus: card catalogues, tumble books, curriculum vitae, librarians narratives, reports, resolutions. The dissertation work concerning the thematic school and pedagogical literature and training of teachers and educators in the Faculty of Education of the Federal University of Rio Grande do Norte and the subject of study - university books as educational and pedagogical literature, in its printed editions in the period from 1959 to 1980 - has led us to define, as objective, to reflection on the interrelations between the university book of Educational Sciences and institutional policies, established by the Ministry of Education and Culture and that university institution. The theoretical and methodological guidance of historians and historians of education, as Robert Danton, Alan Choppin and Circe Bittencourt allowed us to understand the history of the book in general and the university book of Educational Sciences as school and pedagogical literature, while imply reconstitution the mediation of publishers, authors, booksellers, public institutions and private entities. The history of the university book of Educational Sciences, in its appointments of Education, Pedagogy, Didactic and his other appointments unlike titles, teacher trainers and educators is a product and part of the cultural system of the Brazilian nation and a national and international editorial production.