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Atividade do professor na educa??o a dist?ncia: intera??es com o g?nero profissional docenteSilva, Alda Karoline Lima da 18 June 2012 (has links)
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Previous issue date: 2012-06-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research aimed to analyze the dynamics established between the activity of the teacher in Distance Education (DE) and professional gender of teaching, in terms of impact of DE in teacher s usual professional activity. Previous studies showed that one of the central discussions concerning DE refers to the role that the teacher is called to perform. The present research, based on theoretical and methodological assumptions issued from Clinic of Activity, analyzed the impact referred above. This central aim was operationally executed along three main stages: 1) survey study for description of socio-professional profile of teachers working in DE in two universities from Natal (RN-Brazil), 2) clinical analysis of professional activity of teachers working in DE, taking into account four simultaneous levels of psychological constitution and development of human activity: personal, interpersonal, transpersonal and impersonal; 3) analytical focus on transpersonal context in order to understand the influence of pedagogical practice in DE on professional gender of teaching. Documental research, audio recorded voice data and a multiple choice Likert scale questionnaire concerning socio-professional information were used as procedural tools. The qualitative-clinical procedural tool of instruction to the double , firstly proposed by Clinic of Activity research group, was used in order to obtain oral productions concerning professional activity. Data issued from stage 1 (n=70, 28 men and 41 women) was submitted to descriptive and inferential statistical analyzes. 65.7% of the sample worked in a public institution, 30% in a private institution, and 4.3% in public and private institutions. 31.4% of the sample of participants was formed by teachers having a master degree, 28.6% were doctors and 26.3% had degrees of specialists. 54.3% of participants acted as remote tutor, and 44.3% were regents teachers. After descriptive multidimensional cluster analysis, two groups emerged (remote tutors and regents teachers), the most important variables in terms of contributions to this distinction being: professional function, level of graduate formation, level of income, activities and forms of entry in DE. Clinical analysis of data produced by two participant-teachers of each group, issued from instruction to the double technique, was performed. This analysis indicated the existence of different models of distance education. A general concern referring to the need of both taking into account information technology and pedagogical attitudes was detected. On the other hand, participant-teachers considered that participation in DE activities could bring relevant contributions to general professional gender of teaching. . Finally, teachers warned against certain formats of organization of teachers professional activity, as found in the domain of DE, since these activities could promote the intensification and individualization of teachers` work activity, and even the worsening of relations, rather than exchanges and shares through collective bargaining. This process could compromise the renew of the professional gender, by losing its historical roots and diminishing activity possibilities of teachers in their labor context / Estudos apontaram que uma das discuss?es centrais na Educa??o a dist?ncia (EAD) refere-se ao papel que o professor ? convocado a desempenhar. A pesquisa, pautada pelos pressupostos te?rico-metodol?gicos da Cl?nica da Atividade, objetivou analisar a din?mica que se estabelece entre a atividade do professor na EAD e o g?nero profissional docente ao qual ele reporta-se em sua atividade profissional. As etapas do estudo dividiram-se em: 1) mapear o perfil socioprofissional dos professores que atuam na EAD em duas universidades da cidade do Natal (RN); 2) analisar a atividade de trabalho dos professores na EAD, em abordagem cl?nica norteada pelos contextos de desenvolvimento da atividade: pessoal, interpessoal, transpessoal e impessoal; e 3) compreender a influ?ncia da pr?tica pedag?gica na EAD sobre o g?nero profissional docente, enfatizando o contexto transpessoal. Para consecu??o dos objetivos, os instrumentos e procedimentos propostos foram: pesquisa documental, registros audiogr?ficos (representados pela t?cnica da instru??o ao s?sia), e um question?rio socioprofissional. As an?lises estat?sticas descritivas e inferenciais do mapeamento contemplou uma amostra de 70 participantes, sendo 28 homens e 41 mulheres. 65,7% vinculavam-se ? institui??o p?blica, 30% ? institui??o privada e 4,3% ?s institui??es p?blica e privada. 31,4% era mestre, seguido de 28,6% de doutores e 26,3% especialistas. 54,3% exerciam a fun??o de tutor ? dist?ncia e 44,3% eram professores regentes. Ap?s clusteriza??o, apontou-se a exist?ncia de dois grupos (tutor a dist?ncia e professor regente), e as vari?veis mais importantes de distin??o foram: fun??o, titula??o, renda, atividades desenvolvidas e forma de ingresso na EAD. Da etapa cl?nica participaram dois professores representantes de cada grupo. A an?lise da atividade de trabalho apontou a exist?ncia de modelos de EAD distintos, que produziam formatos de trabalhos cuja conformidade com o g?nero profissional docente era reflexo das diferentes formas de vivenciar os espa?os de doc?ncia. Quanto ao alargamento das atividades, destaca-se a necessidade do desenvolvimento tanto de compet?ncias t?cnicas para utilizar as tecnologias de informa??o, quanto das pedag?gicas para pensar as concep??es e os modos de concretiza??o do processo de ensino-aprendizagem na EAD. Aponta-se que as mudan?as que a EAD produziu na atividade dos professores os convocaram a um acesso mais profundo das orienta??es gen?ricas da profiss?o, de modo a contribuir para (re)vitaliza??es do g?nero profissional docente, n?o necessariamente atrelado ao uso do modelo presencial como um guia, pois replicar o modelo presencial para a dist?ncia n?o seria garantia do sucesso da atividade do professor na EAD. Destaca-se, ainda, que o insucesso da atividade tamb?m permite o aceso e a transmiss?o do g?nero profissional. Por fim, alerta-se que certos formatos de trabalho, como nos casos da EAD, preveem intensifica??o e individualiza??o da atividade de trabalho, e, at? mesmo, precariza??o das rela??es, em detrimento de trocas e compartilhamentos entre os coletivos de trabalho. Assim, a revitaliza??o do g?nero fica comprometida, e a amputa??o da hist?ria do coletivo pode materializar-se, de modo a contribuir para atrofiar o raio de a??o do sujeito-trabalhador em seu cen?rio laboral
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Abordagem cl?nica da atividade de trabalho do cozinheiro: intera??o de saberes, g?nero profissional e inova??o criativaOliveira, Samid Danielle Costa de 12 August 2011 (has links)
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Previous issue date: 2011-08-12 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The focus of this dissertation is the study of work activities developed in the context of
professional occupations characterized by varied previous schooling levels amongst
those that work in them, and, at the same time, a high degree of complexity related to
the typical tasks performed in the context of such professional practices. This
dissertation intends to investigate the cook s professional activity, based on data from a
determined specific professional genre in Natal (RN), in order to establish aspects
related not only to the activity performed (activity which manifests itself empirically in
registered behaviors), but also related to the real aspects of the work activity, that also
compromises the non-realized options of the guiding of professional activity, be it by a
matter of choice, be it due to the activity s own impediment. In this context, we tried to
evaluate how much the professional activity observed keeps in relation to the reference
practices of the professional genre, be it in terms of conformity, be it in terms of
innovation (stylization) in relation to this genre. In addition, we tried to verify the
contribution of the school and extra-school knowledge to the professional activity
observed. Such work plan took on a preliminary step of the description of the socialprofessional
profile of a cook in the city of Natal (RN), followed by a step of clinical
labor approach, specifically utilizing as a methodological tool the simple and crossed
self-confrontation procedure guided by the francophone theoretical referential of the
Activity Clinic. The preliminary step in the description of profile of cooks from Natal
(RN), of which 138 cooks took part in, evidenced three professional groupings, all
predominantly masculine in their composition and fundamentally differentiated amongst
each other by the time of professional activity, schooling type and time, work place and
salary. The clinical approach step, composed by a pair of cooks, allowed us to verify
elements of the cooks subordination to the professional genre, but also evidences of
individual innovation (stylization) by these cooks, as well as the predominance of usage
of extra-school knowledge when compared to school knowledge. We tried, in this step,
to demonstrate how much the inclusion and submission to the genre dynamic,
coordinated with the stylization initiatives, was able to contribute to the maintenance
and amplification of the cook s power of acting in his professional practice. / A problem?tica geral desta disserta??o ? a explora??o de atividades de trabalho
desenvolvidas no contexto de ocupa??es profissionais caracterizadas por n?vel de
escolaridade vari?vel dentre aqueles que as exercem, e, ao mesmo tempo, grau de
complexidade elevado no que diz respeito ?s tarefas t?picas implicadas em tais pr?ticas
profissionais. Assim, esta disserta??o se prop?s a investigar a atividade de trabalho do
cozinheiro, a partir dos dados de determinado g?nero profissional em Natal (RN),
buscando estabelecer aspectos relacionados n?o somente ? atividade realizada
(atividade que se manifesta empiricamente em comportamentos registr?veis), mas
tamb?m relacionados ao real da atividade de trabalho, que abarca igualmente as op??es
n?o-realizadas de encaminhamento da atividade profissional, seja por simples escolha,
seja por impedimento da atividade. Nesse contexto, buscou-se, como objetivo geral,
avaliar como a atividade de trabalho observada relaciona-se com as pr?ticas de
refer?ncia do g?nero profissional, seja em termos de conformidade, seja em termos de
inova??o (estiliza??o) em rela??o a este g?nero, buscando verificar a contribui??o dos
saberes escolar e extraescolar para a pr?tica profissional observada. Tal plano de
trabalho comportou uma etapa preliminar de descri??o do perfil socioprofissional de
cozinheiro na cidade de Natal (RN), seguido da etapa de abordagem cl?nica do trabalho,
cuja ferramenta metodol?gica utilizada foi o procedimento de autoconfronta??o
cruzada - norteada pelo referencial te?rico franc?fono da Cl?nica da Atividade. A etapa
de descri??o do perfil do cozinheiro de Natal (RN), da qual participaram 138
cozinheiros, evidenciou tr?s agrupamentos de profissionais, todos predominantemente
masculinos em sua composi??o e diferenciados entre si fundamentalmente pelo tempo
de inser??o profissional, tipo e tempo de escolariza??o, local de trabalho e faixa salarial.
A etapa de abordagem cl?nica, composta por uma dupla de cozinheiros, permitiu
verificar elementos de conformidade dos cozinheiros ao g?nero profissional, mas
simultaneamente evid?ncias de inova??o individual (estiliza??o) por parte desses
cozinheiros, bem como a predomin?ncia de utiliza??o de saberes extraescolares quando
comparados ao saberes escolares. Buscou-se nessa etapa demonstrar o quanto a
din?mica da inclus?o e submiss?o ao g?nero, concatenada com as iniciativas de
estiliza??o, puderam contribuir para a manuten??o e amplia??o do poder de agir dos
cozinheiros em sua pr?tica profissional.
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