Made available in DSpace on 2015-02-24T18:18:40Z (GMT). No. of bitstreams: 1 DeboraMN_TESE.pdf: 1466480 bytes, checksum: d3433c32bb0f3f3a19702aacaa70bb97 (MD5) Previous issue date: 2011-07-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present study has the objective to analyze with teachers from Elementary School the knowledge mobilized in the organization of the teaching-learning process, and its implications in the exploitation of that process. The investigation was developed with two teachers from the first years of the Elementary School, from a public school in Pau dos Ferros-RN. It adopts as basis the notion of knowledge as a set of individual and social relations that the individuals maintain with the world and with themselves, in the teaching and learning relation. (CHARLOT, 2000). It considers yet that the knowledges are immediate processes, reconstructed and mobilized by the practice of reflection, in dialogical and interactional contexts in contact with others. (BAKHTIN, 2002, 2003; VYGOTSKY, 1991, 2004, 2005). The collaborative approach was the theoretical and methodological background that oriented the investigative-educative process. By choosing a collaborative research as basis of the investigative pathway, it starts from the knowledge that the critical and collaborative reflection developed with the teachers from the first years of the Elementary School contribute to explicitate and resignify the meanings assigned to the knowledges that these teachers mobilize in the organization of the teaching-learning and its implications in this process. The results of the reflexive and investigative process developed with the teachers demonstrate that the familiar, scholastic, academic, professional, and the work knowledges lived, constitute the consciousness of being a teacher, and that these knowledges implicate in the dynamics of the process of teaching-learning, but not always the teachers take consciousness about these knowledges. The critical and collaborative reflection, mediated by the actions of describing, announcing, facing and reconstructing allowed to the participants of the research to realize the knowledges of themselves and of the other, the difficulties and possibilities in the organization of the teaching-learning process / O presente estudo tem como objetivo analisar com professoras do ensino fundamental os saberes mobilizados na organiza??o do processo de ensino-aprendizagem e suas implica??es na dinamiza??o desse processo. A investiga??o foi desenvolvida com duas professoras dos anos iniciais do ensino fundamental de uma escola p?blica do munic?pio de Pau dos Ferros-RN. Adota como fundamento a no??o de saber como um conjunto de rela??es individuais e sociais que os sujeitos mant?m com o mundo e consigo mesmo, na rela??o com o ensinar e o aprender. (CHARLOT, 2000). Considera, ainda, que tais saberes s?o processos mediados, (re)constru?dos e mobilizados pelo exerc?cio da reflex?o, em contextos dial?gicos e interacionais na rela??o com o outro. (BAKHTIN, 2002, 2003; VYGOTSKY, 1991, 2004, 2005). A abordagem colaborativa foi o referencial te?rico-metodol?gico que orientou o processo de investiga??o-forma??o. Ao escolher a investiga??o colaborativa como orienta??o do caminho investigativo, parte do pressuposto de que a reflex?o cr?tica e colaborativa desenvolvida com as professoras dos anos iniciais do ensino fundamental contribui para explicitar e ressignificar os sentidos atribu?dos aos saberes que estas mobilizam na organiza??o do ensino-aprendizagem e suas implica??es nesse processo. Os resultados do processo investigativo e reflexivo desenvolvido com as professoras demonstram que os saberes da trajet?ria familiar, escolar, acad?mica, profissional e do trabalho vivido constituem o saber-ser docente, e que esses saberes implicam-se na din?mica do processo de ensinar-aprender, mas nem sempre as professoras tomam consci?ncia deles. A reflex?o cr?tica e colaborativa, mediada pelas a??es do descrever, informar, confrontar e reconstruir, oportunizou ?s part?cipes da pesquisa a percep??o dos saberes de si e do outro, das dificuldades e das possibilidades na organiza??o do processo de ensino-aprendizagem