Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-04T11:41:14Z No. of bitstreams: 1 DEISE CRISTINA CARVALHO DE JESUS.pdf: 9189468 bytes, checksum: 8832b0dac087556a4ce440426b7d479a (MD5) / Made available in DSpace on 2017-10-04T11:41:14Z (GMT). No. of bitstreams: 1 DEISE CRISTINA CARVALHO DE JESUS.pdf: 9189468 bytes, checksum: 8832b0dac087556a4ce440426b7d479a (MD5) Previous issue date: 2017-02-15 / This research aims to understand my reflective process as a movement that enhances my personal and professional development, through the remembrances I made / do from my participation in an in-service training program for literacy teachers. I am a teacher of the 1st year of elementary school and have taken the continuing education courses proposed by the PNAIC (National Pact for Literacy in the Right Age). The methodology of this research is the autobiographical, based on the historical-cultural approach. For the production of the empirical material, I started from my memories during my participation in the ongoing training course of literacy teachers, proposed by the PNAIC of Portuguese-language, in 2013. The memories had resources that were memory triggers:The guidelines of the meetings held at the time,the reading books for enjoyment held at each meeting; The official training books of the course, the games boxes of PNAIC, the course videos that was available online and the activities developed with the students of the researcher during the course.These memory triggers enabled me (self)revisit the formative space of the course, favoring the writing of reports that have become the raw empirical material of this research. Faced with these reports, I reflect on what knowledge was appropriated by me during the training course and that is present until today in my pedagogical work.I identified in this process of search and reflection that the proposal to organize the activities by didactic sequences was quite significant in my teaching work. In this research, I recalled the didactic sequences that I developed with my students,both during and after the training course, materializing them in a narrative writing. Difficult task, of (self)exposure, of (self)evaluation, of reflection, of strangeness, of confronting myself, with my resistances, beliefs and (un)certainties. The research through autobiographical narratives proved to be a powerful resource for teacher reflexivity, promoting personal and professional development.Writing about lived experience made me understand in better way the difference between being a literacy teacher and becoming, with each experience, a literacy teacher. / Esta pesquisa tem como objetivo compreender o meu processo reflexivo como movimento potencializador do meu desenvolvimento pessoal e profissional docente, por meio das rememora??es que fiz/fa?o a partir da minha participa??o em um programa de forma??o em servi?o de professores alfabetizadores. Sou professorado 1? ano do ensino fundamental e fiz os cursos de forma??o continuada propostos pelo PNAIC (Pacto Nacional pela Alfabetiza??o na Idade Certa). A metodologia desta pesquisa ? a autobiogr?fica, fundamentada na abordagem hist?rico-cultural. Para a produ??o do material emp?rico, parti das minhas lembran?as durante a minha participa??o no curso de forma??o continuada de professores alfabetizadores, proposto pelo PNAIC de l?ngua portuguesa, no ano de 2013. As lembran?as contaram com recursos que foram disparadores de mem?ria: as pautas dos encontros realizados na ?poca, os livros de leitura para deleite realizada em cada encontro; os cadernos de forma??o oficiais do curso, as caixas de jogos do PNAIC, os v?deos do curso dispon?veis on-line e as atividades desenvolvidas com os alunos da pesquisadora durante o curso. Esses disparadores de mem?ria possibilitaram-me (auto)revisitar o espa?o formativo do curso, favorecendo a escrita de relatos que se tornaram o material emp?rico bruto desta pesquisa. Frente a esses relatos, coloco-me a refletir sobre qual conhecimento foi apropriado por mim durante o curso de forma??o e que se encontra presente at? hoje no meu fazer pedag?gico. Identifiquei nesse processo de busca e reflex?o que a proposta de organizar as atividades por sequ?ncias did?ticas foi bastante significativa em meu trabalho docente. Assim, nesta pesquisa, rememorei as sequ?ncias did?ticas que desenvolvi com meus estudantes, tanto durante como ap?s o curso de forma??o, materializando-as em uma escrita narrativa. Tarefa dif?cil, de (auto)exposi??o, de (auto)avalia??o, de reflex?o, de estranhamento, de enfrentamento de mim, com minhas resist?ncias, cren?as e (in)certezas. A pesquisa por meio de narrativas autobiogr?ficas mostrou-se um recurso potente para a reflexividade docente, promovendo o desenvolvimento pessoal e profissional. Escrever sobre o vivido fez-me compreender melhor a diferen?a entre ser professora alfabetizadora e torna-se, a cada experi?ncia, uma professora alfabetizadora.

Made available in DSpace on 2015-03-03T14:49:36Z (GMT). No. of bitstreams: 1 MargareteFVS_TESE.pdf: 414753 bytes, checksum: 3dbb9bbcbef1f9d44902db5304345aec (MD5) Previous issue date: 2006-03-02 / This paper concern the general subject of teacher career construction, since the period of the initial formation in the teaching course of pedagogy crossing the first effectives experiences of professional performance, until the reflections about the results of the continuous formation propositions. The specifics subject is the formative quotidian in the teacher s life beyond of the traditional stereotypes about individuals and institutions bring up for discussion a micro sociological approach about the professionals uncertainty and the personal hopes, the teacher displeasures and the pedagogical satisfactions. The epistemological reflection about the different formatives experiences, taking as example the Programa de Forma??o de Alfabetizadores PROFA (Alphabetizers Formation Program) developed by the Secretaria Municipal de Educa??o of Natal City, consider the ambiguous tension between the knowledge that the teachers acquire in their formation and the concrete teachers practical since those experiences. The study methodology is based in the qualitative comprehensive research, sustained by observations, impressive reflective accounts, and also in the theoretic analyses with contemporary references to the critical pedagogical through and education sociology. I used the autobiographic reflective account by the writer-researcher in her owner academic and professional way. I propose an image of a teacher s factory in such a way for its conformist aspects to the continuity stands as much the internal contradictions of the system. Gears, pieces and manual instructions are the educational components of this factory as ideological, institutional and technical structures to aim at to limit the critics and the changes. However the teachers thinking and acting with their owner creativity to adapted uncontexted professional knowledge s to their pedagogical lives. Under those analogies I propose the problem of this research the teacher s formation and theirs pedagogical practices- and also examine briefly its theoretic-philosophical and methodological basis. From the analysis and interpretation of my owner experiential life as teacher s educator I put the necessity of re-thinking the teacher s formation in terms to rebound more meaningfully in their pedagogical actuation. I believe an important part of the teacher s formation process is the personal wish to learn more about the office, explicitly connected to human convictions and values such as to a positive professional identity. Thus, the teacher able to reflect about your owner educator life can find the best way to help the students to think critically about their culture and history, valorizing creative exits by themselves to face the conformist social stands connected with school education / Esse trabalho trata do tema geral da constru??o da carreira docente, desde o per?odo da forma??o inicial no curso de licenciatura em pedagogia, passando pelas primeiras experi?ncias efetivas de desempenho profissional, at? a reflex?o sobre os resultados das propostas de forma??o continuada. A tem?tica espec?fica ? a do cotidiano formativo na vida dos professores al?m dos estere?tipos tradicionais sobre indiv?duos e institui??es, trazendo ? discuss?o uma abordagem micro-sociol?gica sobre as incertezas profissionais e as esperan?as pessoais, os descontentamentos docentes e as satisfa??es pedag?gicas. A reflex?o epistemol?gica sobre as diferentes experi?ncias formativas, tomando como exemplo o Programa de Forma??o de Alfabetizadores (PROFA) desenvolvido pela Secretaria Municipal de Educa??o de Natal-RN, discute a tens?o amb?gua entre os conhecimentos que o professor adquire na sua forma??o e as pr?ticas docentes concretas a partir dessas experi?ncias. A metodologia do estudo baseou-se na pesquisa qualitativa compreensiva, amparada em observa??es, em relatos impressionistas e reflexivos, assim como em an?lises te?ricas com refer?ncias contempor?neas ao pensamento da pedagogia cr?tica e da sociologia da educa??o. Utilizei o formato de uma narrativa autobiogr?fica reflexiva da pesquisadora-autora em seu pr?prio trajeto acad?mico e profissional. Propus a imagem da f?brica de professores, tanto pelos seus aspectos de conformismo aos padr?es de continuidade quanto ?s contradi??es internas do sistema. Engrenagens, pe?as e manuais de instru??o s?o os componentes educacionais dessa f?brica, como estruturas ideol?gicas, institucionais e t?cnicas, que visam limitar as cr?ticas e as mudan?as. Todavia, os professores pensam e atuam com criatividade pr?pria para adaptar conhecimentos profissionais descontextualizados para as suas viv?ncias pedag?gicas. Com essas analogias proponho o problema desta pesquisa a forma??o de professores e suas pr?ticas docentes e tamb?m examinar brevemente o lastro te?rico-filos?fico e metodol?gico que a ampara. A partir da an?lise e interpreta??o da pr?pria viv?ncia como formadora de professores, coloco a necessidade de se repensar a forma??o de professores de maneira a repercutir mais significativamente na sua atua??o docente. Acredito que um componente importante do processo de forma??o do professor ? o desejo pessoal de aprender mais sobre seu of?cio, explicitamente ligado a convic??es e valores humanos assim como a uma identidade profissional positiva. Assim, o professor capaz em refletir sobre a sua pr?pria vida de educador, pode encontrar o melhor modo de ajudar os alunos a pensarem criticamente sobre a sua cultura e a sua hist?ria, eles pr?prios valorizando sa?das criativas diante dos padr?es conformistas da sociedade ligados ? educa??o escolar