Made available in DSpace on 2014-12-17T15:39:00Z (GMT). No. of bitstreams: 1 AldaKLS_DISSERT.pdf: 1481522 bytes, checksum: 8814caf0ffdd4e62dedf289add6a9c67 (MD5) 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

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-17T18:33:30Z No. of bitstreams: 1 EtienneAndradeDeMedeirosDantas_TESE.pdf: 2817576 bytes, checksum: 7bf94f009e046d5a0802babde9a93ef3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-17T19:55:48Z (GMT) No. of bitstreams: 1 EtienneAndradeDeMedeirosDantas_TESE.pdf: 2817576 bytes, checksum: 7bf94f009e046d5a0802babde9a93ef3 (MD5) / Made available in DSpace on 2017-02-17T19:55:48Z (GMT). No. of bitstreams: 1 EtienneAndradeDeMedeirosDantas_TESE.pdf: 2817576 bytes, checksum: 7bf94f009e046d5a0802babde9a93ef3 (MD5) Previous issue date: 2016-09-26 / A presente tese de doutorado teve por objetivo geral investigar as compet?ncias na forma??o e pr?tica profissional do tecn?logo em constru??o de edif?cios. Nesse contexto, a pesquisa contribuiu para a discuss?o acerca da natureza de compet?ncias e habilidades requeridas para ocupa??es profissionais historicamente caracterizadas como predominantemente pr?ticas, no sentido de fundadas em saberes pr?ticos, extra-acad?micos e pragm?ticos (saber-fazer), em contraste com compet?ncias simb?lico-formais fundadas em saberes formais-conceituais (saber-dizer). A tese encontra-se fundamentada na perspectiva da psicologia hist?rico-cultural e amparada pela proposta te?rico-metodol?gica da Cl?nica da Atividade. A pesquisa foi realizada com egressos, professores e gestores do Curso Superior de Tecnologia em Constru??o de Edif?cios. Para atingimento dos objetivos esperados adotou-se a combina??o de m?todos quantitativos e qualitativos de produ??o e an?lise dos dados. Na etapa quantitativa, aplicou-se um question?rio socioprofissional, obtendo-se o retorno de 41(quarenta e um) participantes. A an?lise dos dados quantitativos foi realizada atrav?s de estat?stica descritiva uni e multidimensional, complementada por an?lise estat?stica inferencial. Na etapa qualitativa, realizou-se consulta a documentos oficiais de natureza pedag?gica, entrevistas semi-dirigidas com professores e gestores do curso e, por fim, as entrevistas de Instru??o ao S?sia (IaS) com egressos. Esta etapa foi executada atrav?s de an?lise cl?nico-interpretativa, tendo por base a perspectiva hist?rico-cultural vigotskiana e a abordagem social das compet?ncias e habilidades. Os resultados analisados permitiram constatar que os profissionais s?o, na maioria jovens (m?dia de idade de 26 anos e 06 meses), 58,6% do sexo feminino, 58,5% solteiros e somente 19,5% tem filhos. Tamb?m averiguou-se que a profiss?o de tecn?logo em constru??o de edif?cios tem servido como est?gio preliminar ou caminho de passagem em dire??o a outra forma??o e ocupa??o profissional, ?quela de engenheiro civil. As principais compet?ncias requeridas do tecn?logo em constru??o de edif?cios recobrem os dom?nios da gest?o, projetos e or?amento. Conclui-se que a ocupa??o profissional do tecn?logo em constru??o de edif?cios apresenta uma forma??o s?lida e atualizada com as demandas do mercado de trabalho, havendo concatena??o entre os conhecimentos te?ricos e pr?ticos em fun??o das estrat?gias pedag?gicas utilizadas durante o processo de forma??o profissional, segundo avalia??o dos sujeitos participantes. No entanto, ainda tem sua ?rea de especificidade estabelecida notadamente em rela??o aos engenheiros civis. Por esta raz?o, percebe-se que h? uma necessidade de consolida??o da identidade profissional do tecn?logo em constru??o de edif?cios junto ?s entidades regulamentadoras da profiss?o e ao mercado de trabalho. / The present doctorate research aimed to investigate competencies in training and professional practice of technologists in building construction. The research contributed in this context to the discussion about the nature of competencies and skills required for professional occupations historically characterized as predominantly practical, founded on practical, extraacademic and pragmatic knowledge (know-what), in contrast to symbolic-formal competencies based on formal and conceptual knowledge (know-how). The thesis is based on the perspective of the historical-cultural psychology and supported by theoretical and methodological proposals of Clinic of Activity. The survey was conducted with certified professionals (former students), teachers and managers participating in the Course of Technology in Building Construction. A combination of quantitative and qualitative methods of production and data analysis was adopted for achievement of expected goals. A socioprofessional survey was applied in the quantitative step, 41 (forty one) participants having returned the on-line questionnaire. The quantitative data analysis was performed using descriptive uni and multidimensional statistic methods, completed by inferential statistical analysis. Official pedagogical documents were inspected in the qualitative stage, what was completed by semi-structured interviews with teachers and managers and Instruction to the Double interviews with professionals. This step was based on clinical and interpretative analysis, based on the cultural-historical Vygotskian perspective and the social approach to competencies and skills. Results allowed verifying that professionals are mostly young (average age of 26 years and 06 months), 58.6% of participants being female, 58.5% single and only 19.5% having children. It was also verified that the profession of technologist in construction of buildings is considered as a preliminary stage or passageway toward other training and professional occupations, especially civil engineering. The main competencies required from technologist in construction of buildings encompass areas of management, project and budget. Final conclusion stresses that the occupation of technologist in construction of buildings has a solid background in terms of formation, connected to demands of the labor market and based on theoretical and practical knowledge issued from previous training process, according to the evaluation of participants. However, this professional occupation is still referred to civil engineering. For this reason, a need for consolidation of professional identity of technologist in building construction by the regulators of the professional activity and by the labor market is required.