Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-01-16T17:08:28Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Larissa Araújo Bastos Machado - 2014.pdf: 1340265 bytes, checksum: 5867be404bdfabeae9a710a42816cca1 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-01-16T17:31:49Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Larissa Araújo Bastos Machado - 2014.pdf: 1340265 bytes, checksum: 5867be404bdfabeae9a710a42816cca1 (MD5) / Made available in DSpace on 2015-01-16T17:31:49Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Larissa Araújo Bastos Machado - 2014.pdf: 1340265 bytes, checksum: 5867be404bdfabeae9a710a42816cca1 (MD5) Previous issue date: 2014-08-27 / The theme of this work is Teachers’ Uneasiness and Welfare links to the Research Line Teachers’ Formation, Professionalization and educational practices, which shelters the REDECEDNTRO, a Brazilian Middle East researchers’ net. With basis on the historical-dialectical materialistic method and on qualitative approach principles, this research constitutes itself as a knowledge state and it characterizes itself as a bibliographic research. Having the general aim of understanding and systematizing the contributions of Brazilian academic productions about teachers’ uneasiness and welfare (2007-2011) and its relations to teachers’ professionalization process in fundamental school, were selected in CAPES Portal and in Brazilian Digital Library of Theses and Dissertations (BDBTD) ten dissertations, which were read integrally. As specific aims, the work searched, at first to understand: the teachers’ work and professionalization process in basic education and its relation to teachers’ uneasiness/welfare. Second. to understand the conceptions of teachers’ uneasiness and teachers’ welfare; third, to analyze the academic productions that broach this subject and its relationship to fundamental teaching; fourth, to indicate the contributions of the productions and conceptions of teachers’ uneasiness/welfare to understanding the professionalization process of fundamental schooling teachers. For doing that, in the first chapter was made a historical trajectory of teachers’ formation where was shown that it happened by means of forward and backward movements. We understand that policies of teachers’ formation, especially after 1990, incited a slight made, vulgar and flexible formation. We understand teachers’ professionalization as concept assumed by the educational policies and reformations aiming at defining a new teachers’ profile and new formation models. In second chapter, one pondered over the concepts of teachers’ uneasiness and welfare in educational literature, in which, generally uneasiness is not analyzed in its articulations to educational policies. In turn, one accepts Welfare from a resilience perspective that aims at developing strategies and abilities in order to make people adapt to uneasiness conditions. We understand teachers’ uneasiness and welfare as related to the dictates of educational policies while catalyzers of intensification and alienation of teachers’ work. We understand welfare as a consequence of teachers’ collective strengthening in defense of their interests, while they struggle in opposite to those policies that (un)professionalize and (de)form the teachers. In the third chapter, we perceive that the ten dissertations analyzed reinforce the conception of the educational academic productions in which uneasiness seems misarticulated from political, epistemological and methodological conditioners while welfare links to resilience perspective. We have seen too that the productions reinforce the hegemonic concept of professionalization adopted by the contemporary educational policies reproducing the competence speeches of a reflexive teacher, which broadcasts the idea of a pragmatical education, turned to market and attending to the capitalist system exigencies. / Este trabalho tem como tema o mal-estar e o bem-estar docentes, sendo ligado à linha de pesquisa Formação, Profissionalização docente e práticas educativas. Esta linha abriga a REDECENTRO, Rede de Pesquisadores do Centro-Oeste. Com base no método materialista histórico-dialético e nos princípios da abordagem qualitativa, esta pesquisa constitui-se como um estado do conhecimento, caracterizando-se como bibliográfica. Com o objetivo geral de compreender e sistematizar as contribuições das produções acadêmicas brasileiras sobre mal-estar e bem-estar docentes (2007-2011) e sua relação com o processo de profissionalização dos professores de ensino fundamental, foram selecionadas no Portal Capes e na Biblioteca Digital Brasileira de Teses e Dissertações (BDBTD) dez dissertações, que foram lidas integralmente. Como objetivos específicos, buscou-se: compreender o processo de trabalho e de profissionalização docente na educação básica e sua relação com o mal-estar/bem-estar docente; compreender as concepções de mal-estar e bem-estar docente; analisar as produções acadêmicas que abordam o tema no que diz respeito ao ensino fundamental; indicar as contribuições das produções e concepções de mal-estar/bem-estar docente e de profissionalização para a compreensão do processo de profissionalização do professor no ensino fundamental. Para tanto, no primeiro capítulo foi feito um percurso histórico da formação de professores, e viu-se que este se deu com avanços e retrocessos. Entendemos que as políticas de formação de professores, em especial após 1990, incentivaram uma formação aligeirada, rasa e flexível. Entendemos a profissionalização docente, como conceito apropriado pelas políticas e reformas educacionais com vistas a definir um novo perfil de professor e novos modelos de formação. No segundo capítulo, refletiu-se sobre os conceitos de mal-estar e bem-estar docente na literatura educacional, na qual o mal-estar, em geral, não é analisado articulado às políticas educacionais; o bem-estar é tomado em uma perspectiva de resiliência que visa a estratégias e habilidades a serem desenvolvidas pelo sujeito com o objetivo de se adaptar-se às condições do mal-estar. No nosso entendimento, mal-estar e bem-estar docentes estão relacionados com os ditames das políticas educacionais, enquanto catalizadoras da intensificação e alienação do trabalho docente. Entendemos o bem-estar como uma decorrência do fortalecimento do coletivo de professores na defesa dos seus direitos, lutando na contramão de tais políticas que (des)profissionalizam e (de)formam o professor. No terceiro capítulo, percebemos que as dez dissertações analisadas reforçam a visão das produções acadêmicas educacionais nas quais o mal-estar é desarticulado dos condicionantes políticos e epistemometodológicos e o bem-estar está ligado à perspectiva da resiliência. Vimos ainda que as produções reforçam o conceito hegemônico de profissionalização adotado pelas políticas educacionais contemporâneas, reproduzindo discursos de competências e do professor reflexivo, que disseminam a ideia de uma educação pragmática, voltada para o mercado servindo às exigências do sistema capitalista.

Notre recherche en thèse de doctorat vise à mettre en éclairage la situation de la professionnalisation des professeurs de français en Égypte autour de la formation continue de la compétence de l’oral. Nous avons pour objectif de comprendre leurs difficultés, leurs besoins voire leurs attentes lorsqu’il s’agit de suivre un stage de formation continue à la compétence orale. Nous tentons également de mettre en évidence les difficultés auxquelles ils font face lors de la mise en œuvre des compétences communicatives avec leurs élèves en classe au sein des lycées publics. Nous avons pour but de les professionnaliser aux compétences communicationnelles en vue de transmettre, par la suite, les acquis des programmes de formation continue à leurs élèves en classe. On ne forme pas pour former mais pour les aider à transférer les connaissances, les savoirs et les expériences de la formation en classe de FLE. Cette recherche est construite sur des bases originales et empiriques. Elle part de l'analyse des difficultés, des besoins et des attentes reconnus des enseignants égyptiens de FLE et tend à modéliser une démarche scientifique de remédiation. L’idée de cette recherche est d’aider les professeurs égyptiens de FLE à développer leurs compétences communicationnelles de manière professionnelle en fonction des nouveaux critères du Cadre Européen Commun de Références pour les Langues, de la didactique de FLE, des nouvelles théories de la formation continue et de la professionnalisation de la profession enseignante. L’objectif est de stimuler la pratique linguistique réelle des compétences communicatives par un maximum de situations d’échanges et création verbale chez les enseignants égyptiens du FLE. Il faut "remplir" la parole souvent incertaine de professionnels du français, le plus souvent amplement informés des réalités de la langue et de certaines théories, mais qui, privés de pratique et soumis aux conditions générales d'enseignement (nombres, non-motivation, manuel, examen), voient leur rôle réduit à celui de répétiteurs. Cette remise à niveau ne prétend pas palier la formation initiale universitaire inadaptée. Elle vise à mettre les professeurs en confiance, de les rendre autonomes et capables de s’exprimer aisément et porteurs d’une image renforcée de leur discipline et de les mettre ainsi en meilleure posture dans les scénarios souhaitables de réforme de l'enseignement pré-universitaire égyptien, surtout s’ils apportaient un abaissement de l’âge de début d’apprentissage de la deuxième langue, un allongement et une diversification des programmes d’enseignement. / Our philosophy Doctorate "PhD" research aims at highlighting the conditions of the French language teachers in Egypt in terms of the continuing training for oral competency. We aim to understand their difficulties, their needs or even their expectations when it comes to undertaking a training course in oral efficiency. We also try to high light the difficulties teachers face in exercising communication skills with their students in class in public high schools. Our goal is to professionalize their communication skills in order to pass on the results of continuing education programs to their students in classrooms. We do not train just for training but rather to help teachers transfer and pass on their knowledge, cognisance and experiences of French Language Education "FLE" classroom training. This research is built on original and fundamental bases. It starts with the analysis of the difficulties, needs and expectations recognized by Egyptian teachers of FLE then it goes on to set a scientific approach for remedy. The idea of this research is to help the Egyptian teachers of FLE to develop their communication skills professionally according to the new criteria of the Common European Framework of References for Languages, the didactics of FLE, training and teaching profession new theories. The aim is to stimulate the actual linguistic practice of communicative skills through exchange of situations and verbal creation among Egyptian FLE teachers. It is necessary to "realize" the often uncertain promise of French language teachers, most often fully informed of the realities of the language and certain theories, but who, deprived of practice and subject to the general conditions of teaching (student numbers, no motivation, material content, examination), see their role reduced to that of just repeaters. this reform doe snot claim to compensate for the inadequate basic and initial academic training. It aims to build up teachers' confidence, to achieve their autonomy, become able to express themselves easily and perform their mission efficiently giving reinforced image of their study discipline. As such, it places them in a better position to achieve the desirable scenarios of Egyptian pre-university education reform. The age for second language learning should start earlier thus giving the opportunity for extention and diversification of the teaching programs.