Recently, on faced with the globalization competition tendency and university¡¦s expenditure is increasing but government¡¦s budget is decreasing. To improve current compensation system, promoting the quality of higher education. The purposes of this study were : 1. to investigate teacher¡¦s views on the current compensation system of national university. 2. to find what need to improvement on current compensation system. 3. to investigate teacher¡¦s views on the future different between teacher and public servants. 4. to propose some suggestions that could be used for reference of current compensation system. The study used detailed personal interview. After interviewed, the study propose four conclusions on : 1. views on the current compensation system. 2. views on the current reward system. 3. views on the future different between teacher and public servants. 4. influences on university legal person. Finally, propose some suggestions on interview¡¦s items and design on teacher¡¦s compensation system in the national university.

Whether the law of labor union should be loosened for teachers organizing trade union? As the certain three rights of physical labor¡ÐRight to organize¡BRight of collective bargaining¡Band Right to dispute. Hereby we observe and discuss if teachers ought to have the above mentioned three rights of physical labor? What the difference in the orientation and function between the Teacher¡¦s labor union, which are organized according to Teachers¡¦ Law and The Law of Labor Union? The teachers, as the predominant role of the certain right, what¡¦s their exact attitude to these issues? This research regards the Pingtung County teachers, who are working in the primary schools. By means of research results to understand Pingtung county teachers¡¦ attitude regarding to organize union, and take it for the authority to organize teacher¡¦s union and further amend law in the future. The result of research reflects some points as below. The first, most of the teachers identify themselves as professional people. Secondly, to organize the labor union gets mostly teachers¡¦ support. Thirdly, teacher¡¦s labor union can exert collective bargaining right to strive for teachers¡¦ rights. Fourthly, regarding if the teacher labor union have the strike right , teachers¡¦ attitude totally difference into two opposing extremes. Fifthly, teacher¡¦s attitude of ¡§politics participation¡¨ is comparatively conservative than the ¡§society participation¡¨. The researcher proposes the following policy suggestion. The first, enhance the promotion to the teachers regarding teacher¡¦s labor education and labor three laws, and actively cultivate executive people and members¡¦ ability of collective negotiation. Secondly, concretely advance the function of teachers¡¦ labor union, in order to clarify the difference from current existed labor union, furthermore encourage teachers¡¦ identification. Thirdly, quickly establish the related rules of collective negotiation. Fourthly, to hasten to form a complete set of measures of teachers¡¦ strike right , such like the range¡Bprocedures and so on. Fifthly, to make every effort to process ¡§politics participation¡¨ and ¡§society participation¡¨ with cooperation or form an alliance methods . Suggestion to the follow-up researches are, first, aim at the teachers who works for private school to process the research of organizing teacher¡¦s labor union. Secondly, aim at the teachers, who are engaged preschool education. Thirdly, aim to the teacher labor union, to do the further research about the detailed operations.

Teachers occupy a special and high role in our traditional culture. However, due to recent westernization, the role of teachers as mentors and fathers has tended to become more like professionals and laborers. Upon the enactment of Teachers¡¦ Act in 1995, teachers in Taiwan began to own the right of organizing associations, although there is still some significant gap from labor unions. This research studies how the teachers participate in the teacher¡¦s association and the recognition and intention of teachers in joining the teachers¡¦ unions. Teachers¡¦ unions, as yet illegal, is a process of social movement, in which mobilization of members, resources and ideology, and the solidarity of members, are all crucial for the possible success of Teachers¡¦ Unions. Adopting the methods of questionnaires and in-depth interviews, using teachers from two comprehensive high schools in Kaohsiung area as samples, this research applies for SPSS, and use statistic methods such as descriptive statistics, t-test, correlations, one-way ANOVA, chi-square test, reliability test, factor analysis and logistic regression, to examine how demographic attributes, teachers¡¦ cognition on their roles, teachers¡¦ cognition about the functions of Teachers¡¦ Association and Teachers¡¦ Union, as well as teachers¡¦ cognition on the Labor Act, on their intention of joining Teachers¡¦ Union. The results show that, being a member of the Teachers¡¦ Association is the most important and consistent predictor of teachers¡¦ intention in joining the Teachers¡¦ Union. As for the impact of teachers¡¦ cognition on their role, contrary to traditional knowledge, those who see teachers as more of ¡§sacred teachers¡¨ tend more likely to join Teachers¡¦ Union. Those who consider ¡¥rights protection¡¦ and ¡¥professional image¡¦ as important functions of Teachers¡¦ Association, tend more likely to join the Teachers¡¦ Union, whereas no impact was found on the function of ¡¥strike¡¦. On the other hand, teachers¡¦ perspective on the functions of Teachers¡¦ Association has no any impact on their intention of joining Teachers¡¦ Union. Finally, teachers who see ¡¥the right of negotiation¡¦ and ¡¥the right of strike¡¦ as more important for the Teachers¡¦ Union, tend more likely to join the Teachers¡¦ Union.

Orientador: Sueli Aparecida Itman Monteiro / Banca: Paulo Rennes Marçal Ribeiro / Banca: José Carlos de Paula Carvalho / Resumo: Através desta pesquisa procuramos compreender a saúde e o adoecimento do professor, inseridos num processo complexo, no qual se relacionam o cotidiano escolar e o macro contexto de políticas públicas voltadas para a educação. Isto se deu a partir dos resultados obtidos pelas pesquisas já realizadas acerca do tema, que apontavam como fatores ligados ao desgaste do professor tanto a falta de infra-estrutura, as jornadas extensas, a falta de reconhecimento social, quanto a indisciplina e a violência dentre os muros escolares. Para realização deste estudo, foi contatada uma escola pública de ensino médio localizada no interior de São Paulo e utilizados como recursos metodológicos a observação (em sala de aula, sala dos professores, pátio e Escola da Família), com elaboração de um diário de campo, e a aplicação de entrevistas semi-estruturadas junto a três professoras. Estas professoras aderiram voluntariamente à pesquisa. Encontramos muitos dos elementos relatados pela literatura referentes à sintomatologia (distúrbios fonoaudiológicos, osteoarticulares, psiquiátricos, alergias, cansaço e desânimo constantes), e também ao ambiente de trabalho hostil. Por outro lado, os professores, ao mesmo tempo em que se diziam cansados e doentes, também se diziam satisfeitos e realizados com seu trabalho. Diante da diversidade de informações, nos pautamos na Sociologia do Cotidiano de Michel Maffesoli, por considerar a contradição, ambivalência, multiplicidade de sentidos como constituintes da existência, para refletir a respeito da situação encontrada, admitindo o caráter pontual e contextualizado de nossas conclusões. Diante disto, acreditamos que a promoção da saúde do professor necessita acontecer na própria escola, entre seus pares, e passa necessariamente por novos modos de organizar seu trabalho. Ou seja, é uma questão que não pode ser analisada apenas no nível da individualidade. / Abstract: Through this research, we try to understand the health and the process in which the teacher falls ill, inserted in a complex process, in which the school daily life and the macro context of public policies, whose aim is education, are related. This was done from the results obtained by the research already carried out on this subject, which pointed as factors that were connected with the stress of the teacher; lack of infrastructure, long working hours, lack of social recognition, and the indiscipline and violence inside the school walls. For the accomplishment of this study, a public middle school, located in the interior of Sao Paulo was contacted, and the methodological resources used were the observation (in classroom, staff room, patio and School of the Family) with preparation of a field diary, and the application of semi-structured interviews to three teachers. These teachers voluntarily joined the research. We found many of the elements reported by the literature referring to the symptomatology (speech problems, bone and joint problems, psychiatric disturbances, constant allergies, tiredness, and dejection), and also to the hostile work environment. On the other side, at the same time the teachers claimed they were tired and ill, they claimed they were satisfied and fulfilled with their work. In view of the variety of information, we base ourselves on the Sociology of the Daily Life by Michel Maffesoli, considering the contradiction, ambivalence, multiplicity of senses as constituent elements of existence, to reflect on the considered situation, admitting the punctual character and contextualization of our conclusions. Considering this, we believe that the promotion of the teacher's health needs to happen in the school itself, among their peers, and it necessarily involves new ways of organizing the teacher's work. In other words, an issue that cannot be analyzed only in the individuality level. / Mestre

Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.

Made available in DSpace on 2014-07-29T15:00:25Z (GMT). No. of bitstreams: 1 dissertacao_elza_alcantara.pdf: 1171881 bytes, checksum: 555a232a06317da0a2d2a476f3778a8e (MD5) Previous issue date: 2006-05-05 / This work search to apprehend the teacher s profissionality of the municipal net of Goiânia concerning EE3 Such process implicates to apprehend what is specific in the action and in the training of these teachers, their knowledges and as they see their practice in EE Four reading keys were used for the grouping and analysis of the data: the first reading key refers to the genesis and lines of the teacher s training for EE The second one to the knowledges that characterize the educational practice executed at classroom also in relation to EE In the third was tried to know how grows the projects of EE their characteristic lines which actions are predominant in EE and which the materials are used by the teachers The fourth key approaches the evaluation that the teachers do of the own training in EE the unfoldings of their work with the students and profissionality in general The subject of this research are the students/teachers in the course of Pedagogy of the agreement FE/UFG/SME4 It is a research developed in a qualitative approach with a quite wide theoretical-methodological referencial However for better exploration of the subject were used also quantitative data In this process was accomplished that the training in EE comes from several sources and, consequently different conceptions of EE originated as much of conservative patterns as from democratic-critics patterns About the knowledges was looked for to apprehend the understanding that the teachers have of nature environment and sustainable development concluding with their concepts of Environmental Education For the teachers the Environmental Education is characterized mainly for the preservation of the natural resources and understanding of the environmental subjects; the predominant projects pt lack of continuity and fragmented activities at last the evaluation that they do of their training and of the work that they develop in EE They manifest to like the subject and the expectation of larger training in EE and also, they evaluate positively the work that they do at the schools / Este trabalho busca apreender a profissionalidade docente das professoras da rede municipal de Goiânia no tocante à EA Tal processo implica apreender o que é específico na ação e na formação dessas professoras seus saberes e conhecimentos e como vêem sua prática em EA Foram utilizadas quatro chaves de leitura para o agrupamento e análise dos dados: a primeira chave de leitura refere-se à gênese e traços da formação das professoras para a EA A segunda aos saberes que caracterizam a prática docente efetivada em sala de aula também em relação à EA Na terceira procurou-se conhecer como se desenvolvem os projetos de EA os seus traços característicos quais ações são predominantes em EA e quais os materiais são utilizados pelas professoras A quarta chave aborda a avaliação que as professoras fazem da própria formação em EA os desdobramentos do seu trabalho com os alunos e a sua profissionalidade em geral Os sujeitos dessa pesquisa são as alunas/professoras no curso de Pedagogia do convênio FE/UFG/SME2 É uma pesquisa desenvolvida numa abordagem qualitativa com um referencial teórico-metodológico amplo No entanto para melhor exploração do tema foram utilizados também dados quantitativos Nesse processo conclui-se que a formação em EA provém de diversas fontes e conseqüentemente concepções diferentes de EA originadas tanto de matrizes conservadoras como de matrizes democrático-críticas Quanto aos saberes buscou-se apreender a compreensão que as professores têm de natureza meio ambiente e desenvolvimento sustentável finalizando com seus conceitos de Educação Ambiental Para as professoras a Educação Ambiental se caracteriza principalmente pela conscientização das questões ambientais e conservação dos recursos da natureza; os projetos predominantes apontam falta de continuidade e atividades fragmentadas e por último a avaliação que fazem da sua formação e do trabalho que desenvolvem em EA Manifestam gostar da temática e a expectativa de maior formação em EA e também avaliam positivamente o trabalho que fazem nas escolas

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-10T15:44:55Z No. of bitstreams: 2 Dissertação - Kaio José Silva Maluf Franco - 2016.pdf: 1172226 bytes, checksum: 5d9267cb371bbeda9515a31ea941b66d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-10T15:47:14Z (GMT) No. of bitstreams: 2 Dissertação - Kaio José Silva Maluf Franco - 2016.pdf: 1172226 bytes, checksum: 5d9267cb371bbeda9515a31ea941b66d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-10T15:47:30Z (GMT). No. of bitstreams: 2 Dissertação - Kaio José Silva Maluf Franco - 2016.pdf: 1172226 bytes, checksum: 5d9267cb371bbeda9515a31ea941b66d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-04-14 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This work is the result from the research about the teacher professional valorization in Goiás (1990-2015). We started from the idea that the ideological, political and economic context determines the teacher professional valorization concept of the governments and we aims make analysis of the Goiás state, international, national and regional official documents. The reasons for conducting an analysis of this nature were several, but what really sustains is that while professional teaching of basic education in Goiás, I was tempted to develop this study once I have checked the neoliberal ideology, its establishment and its remain institutionalization by the international organizations like the World Bank, Unesco, Unicef and the public policies in Brazil, provinces and counties. With that we want to promote a critical reflection on the valorization on this context. Thus, we begin to ask: what would be the conception about the teacher professional valorization expressed in official documents? Still, is there an influence from the international economic order, with the neoliberal perspective in government programs undertaken in Brazil since the 1990? We proceed with the documental analysis. Our aims is to realize the see the totality of the conception for make the contraposition effectively. It is notorious the exhibition of advertising from the international organizations and governments that there is conception about the teacher professional valorization. However, the negatives or those who do not meet all the humanistic aspirations are overshadowed when the amid, persuasive and speeches of the ideology says that there is not possibility different of those alternatives proposed by the capitalist system. According to the results, we found that there is a brief valorization of the teaching profession in Goiás, in the same way that there are national and international levels, though an ideological dimension not materialized the life of this professional. There is an accountability process, scapegoating, production-management, surveillance, harassment, consistent elements with neoliberal ideology and what occurs in the productivist companies. Internationally, it is considered teacher training as an element, a way for its recovery, but the state is not concerned to give the necessary conditions for this formation. It was evident that the legislation needs to ensure the enhancement of the teaching professional and an astute care that no one right to be amputated under any pretext is needed. / Este trabalho é o resultado de pesquisa acerca da valorização profissional docente em Goiás (1990-2015). Partimos do pressuposto de que o contexto ideológico, político e econômico determinasse a concepção de valorização promovida pelos governos e com isso tivemos como objetivo compreender o processo de valorização do profissional docente no estado de Goiás a partir da análise dos documentos oficiais internacionais, nacionais e regionais. Os motivos para a realização dessa análise foi de integrarmos ao quadro dos profissionais docentes da educação básica em Goiás e intento de esclarecer o que temos verificado da ideologia neoliberal se estabelecer e se manter institucionalizada por organismos internacionais como o Banco Mundial, a Unesco, o Unicef e as políticas públicas do Brasil, estados e municípios. Com isto fomentar uma reflexão crítica acerca da concepção de valorização neste contexto. Desse modo, passamos a indagar: qual seria a concepção da valorização profissional docente expressa nos documentos oficiais? Ainda, há uma influência de ordem econômica internacional, na perspectiva neoliberal, nos programas de governo empreendidos no Brasil desde a década de noventa? E qual seria essa concepção de valorização do professor no estado de Goiás? Procedemos com a análise documental visando perceber a totalidade do evento para contrapor-nos a ele de maneira mais eficaz. É notória a veiculação de propaganda dos organismos internacionais e dos governos de que há uma valorização profissional docente. No entanto, os pontos negativos ou aqueles que não atendem todos os anseios humanísticos ficam ofuscados em meio aos discursos persuasivos da ideologia da impossibilidade de alternativas diferentes daquelas propostas pelo sistema capitalista. De acordo com os resultados, verificamos que há uma sumária valorização do profissional docente em Goiás, do mesmo modo que há em âmbito nacional e internacional, no entanto numa dimensão ideológica não materializada da vida deste profissional. Há um processo de responsabilização, culpabilização, gerenciamento produtivista, vigilância, perseguição, elementos condizentes com a ideologia neoliberal e com aquilo que ocorre nas empresas produtivistas. Internacionalmente, a formação de professores é considerada como um elemento, uma via para a sua valorização, no entanto o Estado não se ocupa em dar as devidas condições para esta formação. Ficou evidente que a legislação precisa garantir a valorização do profissional docente e é necessário um cuidado astuto para que nenhum direito seja amputado sob qualquer pretexto.

Made available in DSpace on 2016-04-04T18:33:06Z (GMT). No. of bitstreams: 1 JAQUELINE CRISTINA MASSUCATO.pdf: 908289 bytes, checksum: 761ca582baeeac65a1b241456659cda5 (MD5) Previous issue date: 2012-02-16 / This study focuses on teacher s training in early childhood education, whose search problem lies in knowing the role of initial training in the reconstruction process of these professional identities, investigating the function of this training in the reconstruction of social representations of children education s future teachers about their profession. We developed a study based on qualitative research approach, whose theoretical and methodological framework was based on the Theory of Social Representations of Moscovici (2009). The data collection technique adopted was the application of questionnaires to 57 new students and 46 graduates of Pedagogy course of a private university in S?o Paulo state, among which we selected five graduating students to participate in semistructured interviews. The collected data were analyzed based on the identification of the following categories: teacher identity, conception of teacher and teacher training s challenges. The results indicated that this training course seems to have provided recognition to the early childhood s teacher as a professional one, with specific knowledge for its actions and, therefore, who needs to be professionally and socially recognized by the importance of its function. The investigation underscored how important is to rethink childhood s teacher identity in terms of professional recognition and its social, political and professional role. We value the contributions of this training course to the review of concepts and representations that interfere with this identity reconstruction and we realize that challenges are made to improve initial training in this course, such as internship, which needs to articulate the theory and promote more critical thoughts about the foundational concepts of the area; the need for deeper analysis of the curriculum to enable review of conceptions, allowing redraftings that deconstruct socially crystallized representations. Finally, by placing emphasis on these issues, we believe we are contributing to Educational research and, more specifically, to the identity formation of Childhood s Teachers, who belongs to a professional group entitled to exercise its teacher profession and the social function that historically characterizes it. / Este estudo aborda a forma??o de professores de educa??o infantil, cujo problema de pesquisa situa-se em conhecer o papel da forma??o inicial no processo de reconstru??o de sua identidade profissional, objetivando investigar o papel dessa forma??o na reconstru??o das representa??es sociais de futuras professoras de educa??o infantil sobre a profiss?o. Desenvolvemos um estudo baseado na abordagem qualitativa de pesquisa, cujo referencial te?rico-metodol?gico pautou-se na Teoria das Representa??es Sociais de Moscovici (2009). As t?cnicas de coleta de dados adotadas foram a aplica??o de 57 question?rios a alunos ingressantes e 46 concluintes de um curso de pedagogia de uma universidade particular do Estado de S?o Paulo, dentre os quais selecionamos cinco alunas concluintes para participarem da realiza??o de entrevistas semi-estruturadas. Os dados coletados foram analisados a partir da identifica??o das seguintes categorias de an?lise: identidade docente, concep??o de professor e desafios para a forma??o docente. Os resultados obtidos indicaram que esse curso de forma??o parece ter proporcionado o reconhecimento do professor da educa??o infantil enquanto pertencente ? categoria profissional professor, com saberes espec?ficos para sua atua??o e que, portanto, necessita ser reconhecido profissional e socialmente pela import?ncia de sua fun??o. A investiga??o ressaltou a necessidade de se repensar a identidade desse professor em termos de reconhecimento da profiss?o docente e do seu papel social, pol?tico e profissional. Destacamos as contribui??es desse curso de forma??o no que se refere ? revis?o de conceitos e representa??es que interferem nessa reconstru??o identit?ria e pudemos perceber que desafios est?o postos para aperfei?oar a forma??o inicial nesse curso, como a quest?o dos est?gios, que precisam articular a teoria e promover reflex?es mais cr?ticas sobre as concep??es fundantes da ?rea; a necessidade de uma an?lise mais aprofundada do curr?culo, a fim de permitir revis?es das concep??es, possibilitando reelabora??es que desconstruam representa??es cristalizadas socialmente. Finalmente, ao colocar essas quest?es em relevo, acreditamos estar contribuindo com a pesquisa em Educa??o e mais especificamente com a forma??o identit?ria dos professores de Educa??o Infantil, pertencentes a um grupo profissional que tem direito de exercer sua profissionalidade docente e a fun??o social que o define historicamente enquanto tal.

Made available in DSpace on 2016-04-28T18:22:51Z (GMT). No. of bitstreams: 1 Vera Lucia Silva Bispo de Souza.pdf: 946544 bytes, checksum: 5d9567782d99ee571e6cf64dae1b47f1 (MD5) Previous issue date: 2014-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / One of the most discussed subjects, when it comes to our country's social improvement, is the quality of education. Society demands from governmental institutions, actions that help Brazilian students performance. From that point of view, on the governmental spheres (federal, state and municipal), many actions are taken to please social demands. One of those actions concerns teachers training, both initial and continual. Because of our line of work, related to continuous teacher training, we entertained the idea of planning a teacher training meeting. Specifically, the objective of the present study was to investigate if the elaboration of guide lines for a training model for Portuguese Language teachers, made by themselves, at the local state schools in São Paulo could be beneficial to these teachers' performance. The decision to focus on teacher training, despite being a central theme in a significant number of studies, has arisen from our findings that, with few exceptions, teachers seldom participate in the elaboration of their own training programs. We believe that if a group of teachers could themselves be responsible for developing teacher training guide lines designed for a sustained training course, new perspectives on teacher training could well emerge, as a result of the understanding of these perspectives that teachers would contribute to teaching training in general. In this sense, based on the findings of the current study, new parameters for the elaboration of courses and teacher training could emerge. To this end, a group of teachers offered to devise training guide lines at a teacher's meeting, with the objective of creating their own training program, working along side their respective mentors. For the current investigation, we shall take the concept of Socio-discursive Interactionism as the theoretic and methodological framework (Bronckart,1999,2004;Bulea,2010),as well as arrange of studies published in Brazil (Lousada,2006; Abreu-Tardelli,2006; Machado, 2007; Gomes, 2011; Barricelli, 2012; Dantas-Longhi, 2013), together with concepts that are discussed in the studies from the Activity Clinic (Clot,1999;2001) and the Activity Ergonomics (Amigues,2004;Saujat,2004). These different lines of theory allow for the understanding, through language analysis, of the dilemmas that teachers encounter at work. The results of the analyses of texts that referred to teachers' performance, as considered by the group, in discussions surrounding the drafting of training guide lines, brought forth a range of perspectives on the role of teaching. We consider that having a clear object for investigation favors the debate on different dimensions of teaching, since it encourages a didactic approach, provoking reflections, questions and changes in perspective regarding forms of teaching, planning activities, managing the classroom space, using available materials. The current investigation also aims to illustrate that from the moment that the teachers become the protagonists of their own training program, we are setting precedents for the teachers' mentors to face up to the challenge of imparting professional skills in a collective manner, thus strengthening their position in their own métier / Um dos temas mais discutidos, no tocante à questão da melhoria das condições sociais do país, diz respeito à qualidade da educação. A sociedade cobra das instituições governamentais ações que favoreçam o bom desempenho escolar dos estudantes brasileiros. Nesta perspectiva, nas diferentes esferas governamentais (federal, estadual, municipal) várias ações são promovidas para atender ao apelo social. Uma delas referese à formação de professores, tanto a inicial, quanto à formação continuada. Em decorrência da nossa situação de trabalho, relacionada com a formação continuada de professores, interessou-nos investigar o planejamento de um encontro de formação para professores. Especificamente, o objetivo desta dissertação foi investigar se a elaboração de uma pauta para um processo de formação continuada para professores de Língua Portuguesa da rede municipal de ensino de São Paulo, produzida pelos próprios docentes, poderia ou não auxiliar a desenvolver o poder de agir dos professores, possibilitando que os mesmos, fazendo parte da solução do problema educacional, possam oportunizar a melhoria da qualidade de ensino. A opção por centrar esta pesquisa na formação de professores, apesar de ser um tema abordado por inúmeras pesquisas já desenvolvidas, se deu pelo fato de constatar que, com raríssimas exceções, o professor não participa dos processos de sua própria formação. Acreditamos que se um grupo de professores pudesse elaborar uma pauta de formação destinada a um curso de formação continuada, novas perspectivas formativas poderiam se abrir, a partir da compreensão das representações que esses professores trariam sobre o trabalho docente. Neste sentido, novos parâmetros para a formulação de cursos e formação de professores poderiam ser apontados com base nas investigações desta pesquisa. Para isso, um grupo de docentes se prontificou a elaborar uma pauta de formação para um encontro de professores, construindo, desta forma, em parceria com o formador, um planejamento para sua própria formação em continuidade. Para a realização de nossos estudos, assumimos o quadro teórico-metodológico do Interacionismo Sociodiscursivo (Bronckart,1999, 2004; Bulea, 2010), assim como diversos trabalhos produzidos no Brasil (Lousada, 2006; Abreu-Tardelli, 2006; Machado, 2007; Gomes, 2011; Barricelli, 2012; Dantas-Longhi, 2013), além desses, utilizamo-nos das concepções desenvolvidas nos estudos da Clínica da Atividade (Clot, 1999; 2001) e da Ergonomia da Atividade (Amigues, 2004; Saujat, 2004), essas diferentes linhas teóricas possibilitaram compreender, por meio da análise da linguagem, os dilemas encontrados pelos professores no desempenho de suas funções. Os resultados das análises dos textos apontaram os elementos do agir dos professores, considerados pelo grupo de trabalho, nas discussões para a elaboração da pauta de formação, revelando as representações sobre o trabalho docente. Consideramos que o procedimento de construção do objeto de pesquisa favoreceu o debate sobre as diferentes dimensões do trabalho docente, por tratar-se de um procedimento dialético, propiciando reflexões, questionamentos e mudanças de posicionamento frente às formas de ensinar, como planejar atividades, gestar o espaço da sala de aula, apropriar-se de artefatos. Constatamos, também, que pelo fato de as professoras se tornarem as protagonistas de sua própria formação, abriram precedentes para que formadores de professores possam aceitar o grande desafio que é construir coletivamente os saberes profissionais e assim se fortalecerem no próprio métier

Made available in DSpace on 2014-07-29T16:10:28Z (GMT). No. of bitstreams: 1 Dissert-Dagmar 2007.pdf: 629208 bytes, checksum: 46071a4e0e0eab6dda8e52cef6fb0be0 (MD5) Previous issue date: 2007-08-25 / This thesis aims to understand the education views, the formation and the teacher in the LPPE (Portuguese acronym for State Parceled out Full Licenciatura degree) Project as well as in the participants discourses of this formation program. The Project has been developed in Parceled out Licenciatura degree, in a fast way, with the goal of forming a reflexive teacher, having in mind the practice as a generator of reflection. The research, in the Formation and Teacher Professionalization investigation area of study in the School of Education, was made through a bibliographic revision of theorists such as BRZEZINSKI, CONTRERAS, DIAS SOBRINHO, LIBÂNEO, LOUREIRO, PIMENTA and others; documental analyses of the LPPE Project and the national legislation; and, field research and case study through structured interview in the University Campus of the Goiás State University and in a state school, both in Aparecida de Goiânia, Goiás. The data from the research were analyzed under the perspective of the dialectic-historical materialism. The comprehended conceptions revealed that the Project was implemented as an answer to the in force legislation without, however, forming the concept of reflexibility in the teacher. / Pretendemos apreender as concepções de educação, de formação e de professor do Projeto LPPE e dos discursos dos participantes deste programa de formação. O Projeto se desenvolveu em cursos de licenciatura parcelada, em tempo aligeirado, visando formar um professor reflexivo, pressupondo a prática como geradora de reflexão. A pesquisa, na linha Formação e Profissionalização Docente , foi realizada a partir da revisão bibliográfica, tendo como referencial teórico: BRZEZINSKI, CONTRERAS, DIAS SOBRINHO, LIBÂNEO, LOUREIRO, PIMENTA e outros; análise documental do Projeto e legislação nacional; e, pesquisa de campo, estudo de caso, no PU/UEG e em uma escola estadual, ambos em Aparecida de Goiânia/GO, através de entrevista estruturada. Os dados resultantes da pesquisa foram analisados sob a perspectiva do materialismo histórico-dialético. As concepções apreendidas revelaram que o Projeto foi implantado para atender a legislação vigente sem, contudo, formar no professor a concepção de reflexividade.