Made available in DSpace on 2014-12-17T14:35:58Z (GMT). No. of bitstreams: 1 PriscillaCSM.pdf: 1563254 bytes, checksum: ac544e295302609a447d48eecfff6c00 (MD5) Previous issue date: 2008-12-09 / The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participants / Os estudos na ?rea de educa??o t?m defendido a import?ncia de se formar professores aut?nomos que busquem compreender o contexto em que atuam, para que esse movimento possibilite interven??es educativas com melhores condi??es de aprendizagem para os alunos. No ?mbito da forma??o de professores, tem sido discutida a import?ncia de a??es formativas que tenham, como foco, a an?lise das necessidades na forma??o docente como alternativa para tornar tais a??es mais significativas. Preocupada com essas quest?es e com o fracasso escolar na educa??o brasileira, mormente na alfabetiza??o das crian?as da escola p?blica, realizamos este trabalho que objetiva investigar as necessidades de forma??o de professores do Ensino Fundamental da escola p?blica, no ?mbito das dificuldades ortogr?ficas dos seus alunos, construindo com esses professores conhecimentos sobre o processo de ensinar/aprender ortografia. O estudo foi realizado em uma escola municipal da cidade de Parnamirim-RN, que oferece o Ensino Fundamental I. A abordagem investigativa ? de natureza qualitativa, cujas metodologias utilizadas foram o estudo de caso e a pesquisa-a??o. Participaram da pesquisa 7 professoras e 1 vice-diretora da institui??o. Para a constru??o dos dados, foram utilizados os seguintes instrumentos: entrevista semi-diretiva coletiva e individual, an?lise documental, question?rio e observa??o, que possibilitaram a triangula??o dos dados para a an?lise de conte?do. Os principais resultados apontaram que as necessidades iniciais das professoras daquela escola estavam direcionadas n?o s? ao ensino da ortografia, mas tamb?m ao tipo de forma??o que receberiam. Verificamos ainda que o processo formativo foi favorecedor de tomadas de consci?ncia pelas professoras no que se refere aos erros ortogr?ficos, ?s estrat?gias utilizadas em sala de aula e ao planejamento direcionado ao ensino da ortografia. Por fim, conclu?mos que a reflex?o das docentes pesquisadas sobre as suas pr?prias necessidades de forma??o contribuiu para (trans)forma??es de suas concep??es e pr?ticas relacionadas ao ensino da ortografia, mesmo diante de algumas dificuldades encontradas, tanto na forma??o quanto na pr?tica pedag?gica desenvolvida pelas participantes

Made available in DSpace on 2014-12-17T14:36:38Z (GMT). No. of bitstreams: 1 MariaJPA_TESE.pdf: 20666761 bytes, checksum: 4b1f1d3fcfd6b7deb23b57798495afcd (MD5) Previous issue date: 2014-02-28 / Universidade Federal do Rio Grande do Norte / In recent years, in Brazil, researches in the area of education have been focused on the study of the necessities of formation, by the practice of necessity analysis, to subside the continued teacher formation programs. This research on the necessity of the formation of literacy teachers in the initial years of primary education originated in our discussions in academia, regarding the issues of retention and evasion related to basic literacy teaching in Brazilian public schools. We defined as a goal: to know the necessities of the formation of literacy teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the literacy teaching on that level of education and in Adult and Youth Education. The object is the necessities in these teachers formation. The thesis is that the literacy teacher reveals/constructs formation necessities when speaking of her practice, when exerting said practice or even when producing teaching materials which subside that practice; in other words, when making the theoretical/practical relation related to literacy teaching. The approach is qualitative, according to which the natural environment is the source for data collection; the focus of interest is the process of knowledge construction, and fundamental importance is given to the meanings constructed by the subjects. We comprehended that necessity is a socially constructed subjective phenomenon, and that necessity analysis allows the revelation of formation objectives. We used the case study as a methodological strategy which permits: studying a well-defined entity, [ ] as well as an academic institution; the global comprehension of the phenomenon of interest; discovering what is most essential and characteristic in the object. We counted with 17 teachers, 3 of which had their teaching practices observed. We observed the school routine, analyzed the main class documents and plans and interviewed the 17 teachers. We triangulated the data obtained by the routine observation, the observation of the three teachers practices and by the document analysis, next, we triangulated this data with the data from the analyzing the interviews with the 17 teachers. Such procedures reveal formation necessities in those teachers , such as: studying child cognitive development; reviewing the concepts of literacy teaching; reviewing fundaments of written language psychogenesis; reflecting on reading practices and literature; reflecting on the practice of daily planning; reflecting on the school s material conditions and the family/school relation. We concluded that researches of this nature contribute to the orientation of teacher formation programs / Nos ?ltimos anos, aqui no Brasil, as pesquisas na ?rea de educa??o t?m se voltado para o estudo de necessidades de forma??o, pelas pr?ticas de an?lise de necessidades, para subsidiar os programas de forma??o continuada do professor. Esta pesquisa sobre necessidades de forma??o de professoras alfabetizadoras dos anos iniciais do ensino fundamental teve origem nas nossas discuss?es na academia, sobre os problemas da repet?ncia e evas?o relacionados ? alfabetiza??o na escola p?blica brasileira. Definimos como objetivo: conhecer necessidades de forma??o de professoras alfabetizadoras da Escola Municipal Odila Leite, Natal/RN, cujo foco ? alfabetiza??o nesse n?vel de ensino e na Educa??o de Jovens e Adultos. O objeto s?o as necessidades de forma??o dessas professoras. A tese ? a de que a professora alfabetizadora revela/constr?i necessidades de forma??o ao falar de sua pr?tica, ao exercer esta pr?tica ou mesmo ao produzir materiais did?ticos que subsidiam essa pr?tica, ou seja, ao fazer a rela??o teoria/pr?tica concernente ? alfabetiza??o. A abordagem ? qualitativa, segundo a qual o ambiente natural ? a fonte da coleta de dados; o processo de constru??o do conhecimento ? o foco de interesse e aos significados constru?dos pelos sujeitos ? atribu?da fundamental import?ncia. Compreendemos que necessidade ? um fen?meno subjetivo, socialmente constru?do, e que a an?lise de necessidades permite a revela??o de objetivos de forma??o. Usamos o estudo de caso como estrat?gia metodol?gica que permite: estudar uma entidade bem definida, [...] como uma institui??o escolar; a compreens?o global do fen?meno de interesse; descobrir o que h? de mais essencial e caracter?stico no objeto. Contamos com 17 professoras, das quais 3 tiveram suas pr?ticas pedag?gicas observadas. Observamos o cotidiano escolar, analisamos os principais documentos e roteiros de aula e entrevistamos as 17 professoras. Triangulamos os dados obtidos pelas observa??es do cotidiano, pelas observa??es da pr?tica das tr?s professoras e pelas an?lises dos documentos, em seguida, triangulamos esses dados com os dados da an?lise das entrevistas das 17 professoras. Tais procedimentos revelam necessidades de forma??o dessas professoras, como de: estudar o desenvolvimento cognitivo da crian?a; revisar os conceitos de alfabetiza??o e letramento; revisar fundamentos da psicog?nese da l?ngua escrita; refletir sobre as pr?ticas de leitura e literatura; refletir sobre a pr?tica de planejamento di?rio; refletir sobre as condi??es materiais da escola e sobre a rela??o fam?lia/escola. Conclu?mos que pesquisas dessa natureza contribuem para orienta??o de programas de forma??o do professor

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-17T13:03:54Z No. of bitstreams: 1 MarcioCarvalhoDaSilva_TESE.pdf: 4609508 bytes, checksum: f2e0377773ce89a7da886da074503bb8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-18T13:18:49Z (GMT) No. of bitstreams: 1 MarcioCarvalhoDaSilva_TESE.pdf: 4609508 bytes, checksum: f2e0377773ce89a7da886da074503bb8 (MD5) / Made available in DSpace on 2017-07-18T13:18:49Z (GMT). No. of bitstreams: 1 MarcioCarvalhoDaSilva_TESE.pdf: 4609508 bytes, checksum: f2e0377773ce89a7da886da074503bb8 (MD5) Previous issue date: 2017-02-22 / O estudo das necessidades de forma??o emerge da percep??o que se tem acerca da relev?ncia quanto ? forma??o continuada dos professores que, para al?m da forma??o inicial, torna-se essencial ? pr?tica docente em todas as modalidades de ensino ? da educa??o b?sica ? superior. Dessa forma, compreende ser a partir da identifica??o das necessidades que se perspectiva um melhor planejamento dos sistemas educativos e, por conseguinte, uma tentativa de melhoria na forma??o docente que repercute diretamente na qualidade do ensino e das aprendizagens. Assim, elege-se a An?lise de Necessidades de Forma??o como objeto de estudo desta pesquisa, a qual busca defender a tese de que o conhecimento de necessidades espec?ficas da forma??o docente, por meio da reflex?o do professor sobre as suas pr?prias necessidades de forma??o, constitui-se de transforma??o de suas concep??es e pr?ticas relacionadas ao ensino e pode consistir em conte?do program?tico relevante para a forma??o de professores na ?rea estudada. Utilizando-se de abordagem qualitativa, a pesquisa compreende um estudo de caso e objetiva investigar, no ?mbito do Programa Nacional de Acesso ao Ensino T?cnico e Emprego (PRONATEC) do Instituto Federal da Para?ba ? IFPB (campus Jo?o Pessoa), necessidades da forma??o docente de professores que atuaram na disciplina Introdu??o ao Mundo do Trabalho e Fundamentos da Administra??o, integrante do N?cleo Comum da Matriz Curricular do curso de Auxiliar Administrativo no per?odo de 2013 a 2014. Partindo dessa investiga??o, buscou-se compreender como se manifestam e se revelam as necessidades formativas no contexto de atua??o profissional dos professores investigados; compreender os fatores que interferem na manifesta??o de necessidades docentes e de necessidades de forma??o continuada; perceber como os investigados lidam com suas necessidades (pessoais e profissionais) na institui??o pesquisada, assim como subsidiar informa??es para um poss?vel curso de forma??o de professores no ?mbito do PRONATEC ou programas cong?neres. O estudo concentrou-se teoricamente em tr?s eixos centrais de pesquisas na ?rea de Educa??o, a saber: Forma??o Continuada de Professores; An?lise de Necessidades de Forma??o e Educa??o Profissional. No tocante aos m?todos e t?cnicas para a constru??o e coleta dos dados, foram utilizados instrumentos como: entrevistas semidiretivas individuais com o uso de roteiro semiestruturado e a an?lise documental que permitiram, a posteriori, a aplica??o do m?todo de An?lise de Conte?do auxiliado por software de an?lise qualitativa para tratamento dos dados, assim como para a organiza??o dos resultados. Com vista aos resultados da pesquisa, apresenta-se um panorama com as categorias e subcategorias representadas na forma de redes relacionais que expressam conex?es acerca das necessidades de forma??o relatadas pelos professores participantes, cujas discuss?es poder?o servir de par?metro para subsidiar cursos de forma??o, visando a contribuir de modo relevante ao programa em tela, bem como suscitar reflex?es acerca do tema em ep?grafe. / The study of training needs emerges from the perception about the relevance of continuing teacher education, which, in addition to initial training, becomes essential to teaching practice in all types of teaching - from basic to higher education. In this way, it is understood that, from the identification of the needs, a better planning of the educational systems is contemplated and, consequently, an attempt to improve teacher training that has a direct impact on the quality of teaching and learning. Thus, it is chosen the Analysis of Training Needs as the object of study of this research, which seeks to defend the thesis that the knowledge of the specific needs of teacher training, through the reflection of the teacher about their own training needs, constitutes Is to transform their conceptions and practices related to teaching and may consist of programmatic content relevant to the training of teachers in the area studied. Using a qualitative approach, the research comprises a case study and aims to investigate, within the scope of the National Program of Access to Technical Education and Employment (PRONATEC) of the Federal Institute of Para?ba - IFPB (campus Jo?o Pessoa), needs of teacher training Of teachers who worked in the discipline Introduction to the World of Work and Fundamentals of Administration, a member of the Common Core of the Curriculum Matrix of the Administrative Assistant course from 2013 to 2014. Based on this research, we sought to understand how the Training needs in the context of the professional performance of the teachers investigated; Understand the factors that interfere in the manifestation of teaching needs and of the need for continuing education; To understand how the respondents deal with their needs (personal and professional) in the research institution, as well as to subsidize information for a possible teacher training course within PRONATEC or similar programs. The study focused theoretically on three central research axes in the area of Education, namely: Continued Teacher Training; Analysis of Training Needs and Professional Education. Regarding the methods and techniques for the construction and collection of data, we used instruments such as: individual semi-directives interviews using semi-structured script and documentary analysis that allowed, afterwards, the application of the Content Analysis method aided by software of Qualitative analysis for data processing, as well as for the organization of results. In view of the research results, a panorama is presented with the categories and subcategories represented in the form of relational networks that expresses connections about the training needs reported by the participating teachers, whose discussions may serve as a parameter to subsidize training courses, aiming at the Contribute in a relevant way to the on-screen program, as well as to stimulate reflections on the theme in question.

Made available in DSpace on 2014-12-17T14:27:21Z (GMT). No. of bitstreams: 1 IracyGMC_DISSERT.pdf: 1226937 bytes, checksum: 1e76c4b8316f6c1b9ac2e1d45caec6f6 (MD5) Previous issue date: 2012-09-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Cear?-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system / Este trabalho trata de um estudo sobre as necessidades de forma??o de professoras do Ensino Fundamental no campo da Geografia. ? nosso objetivo apreender as suas concep??es de necessidades de forma??o e refletir sobre as suas necessidades formativas para ensinar Geografia. Consideramos a forma??o como processo reflexivo que pressup?e movimento de mudan?as e aperfei?oamento al?m das aprendizagens formais, considerando suas m?ltiplas dimens?es. Refletimos sobre Necessidades Formativas ? luz das leituras de Rodrigues e Esteves (1993), Silva (2000), Rodrigues (2006), Vieira (2010). J? as discuss?es sobre concep??es fundamentaram-se em Ferreira (2007). A refer?ncia emp?rica constitui-se de uma escola privada situada na cidade de Cear?-Mirim/RN, SECAT Centro de Ensino. Os sujeitos sociais da nossa pesquisa s?o cinco professoras que atuam nos anos iniciais do Ensino Fundamental. Recorreremos a pesquisa (auto)biogr?fica ancorada nos estudos de Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), uma vez que ? nossa inten??o voltar-se para a historicidade do sujeito e de suas aprendizagens, reconhecendo os v?nculos entre ele e o mundo e as experi?ncias como base para o aprendizado e a forma??o do adulto. Como procedimento t?cnico-metodol?gico utilizamos as Narrativas de Forma??o, cuja aplica??o possibilita a compreens?o de mem?rias e hist?rias de escolariza??o de professores, uma vez que relatam acontecimentos ocorridos durante o desenvolvimento do indiv?duo por meio de Semin?rios Biogr?ficos. Verificamos nas narrativas constru?das pelas professoras, a aus?ncia de atribui??es de significados para uma reelabora??o te?rica das necessidades formativas e questionamentos dos seus princ?pios organizadores. No entanto, constatamos que foram capazes de elaborarem sentidos e significados para conceber o fen?meno em estudo, de forma descritiva, atrav?s de enuncia??es articuladas, incluindo aspectos e possibilidades atreladas ?s suas pr?ticas pedag?gicas e perspectivas formativas futuras. No tocante a Geografia Escolar, fundamentamos nossos estudos nas reflex?es de Soares J?nior (1994, 2000), Tonini (2003), Vesentini (2004) e Vlach (1991), entre outros. Verificamos que as necessidades evidenciadas pelas professoras para ensinar Geografia foram constru?das a partir dos contextos de suas pr?ticas de ensino, presentes nas suas trajet?rias escolares e profissionais. Portanto, constatamos a necessidade de capacita??o pedag?gica formal para que se possa conceber o fen?meno em estudo al?m do seu car?ter descritivo, entendendo que se faz necess?rio pontuar reflex?es e questionamentos sobre a din?mica da produ??o do capital global, que veicula os seus interesses nos contextos que frequentemente emergem necessidades formativas do sistema educacional

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 2014-12-17T14:36:46Z (GMT). No. of bitstreams: 1 IracyGMC_DISSERT.pdf: 1226938 bytes, checksum: e62ae04d74affa0b2442e3cd2633c703 (MD5) Previous issue date: 2012-09-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Cear?-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system. / Este trabalho trata de um estudo sobre as necessidades de forma??o de professoras do Ensino Fundamental no campo da Geografia. ? nosso objetivo apreender as suas concep??es de necessidades de forma??o e refletir sobre as suas necessidades formativas para ensinar Geografia. Consideramos a forma??o como processo reflexivo que pressup?e movimento de mudan?as e aperfei?oamento al?m das aprendizagens formais, considerando suas m?ltiplas dimens?es. Refletimos sobre Necessidades Formativas ? luz das leituras de Rodrigues e Esteves (1993), Silva (2000), Rodrigues (2006), Vieira (2010). J? as discuss?es sobre concep??es fundamentaram-se em Ferreira (2007). A refer?ncia emp?rica constitui-se de uma escola privada situada na cidade de Cear?-Mirim/RN, SECAT Centro de Ensino. Os sujeitos sociais da nossa pesquisa s?o cinco professoras que atuam nos anos iniciais do Ensino Fundamental. Recorreremos a pesquisa (auto)biogr?fica ancorada nos estudos de Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), uma vez que ? nossa inten??o voltar-se para a historicidade do sujeito e de suas aprendizagens, reconhecendo os v?nculos entre ele e o mundo e as experi?ncias como base para o aprendizado e a forma??o do adulto. Como procedimento t?cnico-metodol?gico utilizamos as Narrativas de Forma??o, cuja aplica??o possibilita a compreens?o de mem?rias e hist?rias de escolariza??o de professores, uma vez que relatam acontecimentos ocorridos durante o desenvolvimento do indiv?duo por meio de Semin?rios Biogr?ficos. Verificamos nas narrativas constru?das pelas professoras, a aus?ncia de atribui??es de significados para uma reelabora??o te?rica das necessidades formativas e questionamentos dos seus princ?pios organizadores. No entanto, constatamos que foram capazes de elaborarem sentidos e significados para conceber o fen?meno em estudo, de forma descritiva, atrav?s de enuncia??es articuladas, incluindo aspectos e possibilidades atreladas ?s suas pr?ticas pedag?gicas e perspectivas formativas futuras. No tocante a Geografia Escolar, fundamentamos nossos estudos nas reflex?es de Soares J?nior (1994, 2000), Tonini (2003), Vesentini (2004) e Vlach (1991), entre outros. Verificamos que as necessidades evidenciadas pelas professoras para ensinar Geografia foram constru?das a partir dos contextos de suas pr?ticas de ensino, presentes nas suas trajet?rias escolares e profissionais. Portanto, constatamos a necessidade de capacita??o pedag?gica formal para que se possa conceber o fen?meno em estudo al?m do seu car?ter descritivo, entendendo que se faz necess?rio pontuar reflex?es e questionamentos sobre a din?mica da produ??o do capital global, que veicula os seus interesses nos contextos que frequentemente emergem necessidades formativas do sistema educacional.