Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-11T12:37:46Z No. of bitstreams: 2 Maria Consoladora Parisotto Oro.pdf: 1090701 bytes, checksum: 953885e6708ecd30dc228eb04dc4ec22 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-11T12:37:46Z (GMT). No. of bitstreams: 2 Maria Consoladora Parisotto Oro.pdf: 1090701 bytes, checksum: 953885e6708ecd30dc228eb04dc4ec22 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2012-12-30 / The main objective of this essay is to know the pedagogical conditions in the development of the teaching process at the university, for those professors that attended only the teachers´ graduation. Some authors, among them Silva and Kluber (2012); Neitzel, Ferri and Leal (2009); Pachane (2003) when refer to professors´ graduation, highlight the lack of researches that evidence the pedagogical formation of this teacher, as if this formation were something superfluous or even unnecessary. We pursue to understand the locus of the pedagogical formation of these graduated professors, through a field research directed to twelve graduation courses of UNIOESTE – Universidade Estadual do Oeste do Paraná, Campus in Cascavel. The cited study was founded in the principles of the modality of a qualitative research and with the emphasis on the comprehension technique based on the Analysis of Content (BARDIN, 1977) which tries to know the object of study as a possibility of interpreting the data through what the people say, in the dimension of the expressed data or the latent ones. Our principal hypothesis started on the possible fragility during the process of the graduation of theses professionals, and it was found that their formation sometimes didn’t even deal with didactic-pedagogical aspects considered essential in the formation or teaching performance. This way, it’s reasonable to assume the need to think over the policies of formation, to supplement such lacks. So that this situation can be over, the college or university must create its own policies that allow the continuing education of these professionals, observing that they not always find space in the programs of Stricto Sensu graduation to go through or discuss specific and fundamental issues regarding the quality of their teaching. Besides, it’s also necessary and urgent to verify the programs of post-graduation because many of their students will be teachers someday. These are some of the issues that we try to point out in our study, calling the attention of the coordinators of colleges and universities to the results of the research. It’s hoped that this way they come up with a proposal of an action that considers the didactic and pedagogical formation of the professionals that can be part of a program which can be seen as the Policy of the Institution in the Campus of Cascavel. As said by a professor of Agricultural Engineering: “It would be admirable such an action”. / Este trabalho tem como objetivo principal conhecer as condições pedagógicas no exercício da ação docente na universidade, para aqueles docentes que advêm de cursos de bacharelados. Alguns autores, dentre eles, Silva e Klüber (2012); Neitzel, Ferri e Leal (2009) e Pachane (2003), ao se referirem à formação do professor universitário, destacam a carência de pesquisas que evidenciem a formação pedagógica desse professor, como se a formação específica para esse nível de ensino fosse algo supérfluo ou mesmo desnecessário. Buscamos compreender o locus de formação pedagógica dos professores universitários bacharéis, por meio de pesquisa de campo direcionada a doze cursos de bacharelado da UNIOESTE – Universidade Estadual do Oeste do Paraná, Campus de Cascavel. O estudo realizado fundamenta-se nos princípios da modalidade de uma pesquisa qualitativa e com ênfase na técnica interpretativa baseada na Análise de Conteúdos (BARDIN, 1977) que busca conhecer o objeto de estudo como possibilidade de interpretação dos dados a partir das falas dos sujeitos, nas dimensões de dados manifestos ou latentes. A nossa hipótese principal partiu da possível fragilidade no processo de formação desses profissionais, constatando-se que a formação dos mesmos nem sempre contempla aspectos didático-pedagógicos considerados essenciais na formação e atuação docente. Nesse sentido, é razoável supor que há necessidade de se repensar as políticas de formação para suprir tais deficiências. Para que essa situação possa ser superada, a instituição de educação superior deve criar políticas próprias que permitam a formação continuada desses profissionais, visto que os mesmos nem sempre encontram nos programas de formação Stricto Sensu o espaço para se vivenciar e discutir questões específicas e fundamentais à qualidade do exercício da docência universitária. Dessa maneira, faz-se necessário também, urgentemente, rever os programas de pós-graduação, pois, muitos dos alunos que neles estão, atuarão futuramente na docência. Essas são algumas das questões que buscamos pontuar em nosso estudo, procurando chamar a atenção dos dirigentes da IES, para os resultados obtidos na pesquisa. Espera-se através deste, que se concretize uma proposta de ação voltada à formação didático-pedagógica dos profissionais liberais, e que esta possa fazer parte de um programa que seja visto como Política Institucional do Campus de Cascavel. Como disse um docente do curso de Engenharia Agrícola: “Seria admirável tal ação”.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-11-13T14:43:01Z No. of bitstreams: 1 Alessandra Preussler de Almeida_.pdf: 1311570 bytes, checksum: 8fede87b02f9460bcd7e8185c0a6a228 (MD5) / Made available in DSpace on 2015-11-13T14:43:02Z (GMT). No. of bitstreams: 1 Alessandra Preussler de Almeida_.pdf: 1311570 bytes, checksum: 8fede87b02f9460bcd7e8185c0a6a228 (MD5) Previous issue date: 2015-09-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo, embasado teoricamente no Interacionismo Sociodiscursivo, teve como objetivo identificar indícios linguísticos e discursivos que demonstrassem a atorialidade docente, a partir da interpretação feita por professores sobre seu trabalho. A atorialidade é entendida como a característica do actante que tem o papel de ator, ou seja, aquele que demonstra ter capacidades, intenções, motivos e responsabilidade para agir (BRONCKART, 2008, p. 122). Buscou-se compreender as formas como professores interpretam seu próprio agir e o agir de outros participantes do processo de ensino-aprendizagem, bem como apreender as possibilidades de reconfiguração do agir docente, analisando as figuras de ação (BULEA, 2004, 2009, 2010; BULEA, LEURQUIN & CARNEIRO, 2013). Tal análise apontou a existência de uma nova figura de ação, a de avaliação, figura que parece favorecer a expressão da atorialidade docente. Os dados foram coletados em entrevistas semiestruturadas realizadas com duas professoras de língua materna de uma rede pública de ensino fundamental, em dois momentos distintos: antes e depois do desenvolvimento de projetos pedagógicos. Foram selecionados trechos das entrevistas identificados como Segmentos de Orientação Temática (SOT) e Segmentos de Tratamento Temático (STT). A partir dessa categorização, foi realizada a análise textual discursiva sob a perspectiva da arquitetura textual (Bronckart,1999/2012), o que permitiu a identificação e a delimitação das figuras de ação interna e externa. As análises realizadas permitiram propor contextos de expressão de atorialidade, em que o actante demonstra sua implicação no agir, a partir dos quais podem-se inferir os demais elementos que o constituem como ator. Desta forma, percebeu-se que o uso do dêitico pronominal “eu” indica maior grau de responsabilização do professor no discurso, associado a verbos de tomada de responsabilização enunciativa ou verbos dinâmicos. Além disso, as modalizações, com destaque para alguns adjetivos e substantivos, contribuem para intensificar a produção de sentido, pois revelam a subjetividade do actante ao demonstrar peculiaridades do seu posicionamento quanto ao conteúdo temático (KERBRAT-ORECCHIONI, 1997). Por sua vez, a figura de ação avaliação demonstra a reflexão e o ponto de vista das professoras a respeito do seu próprio agir (interna) e também do agir dos demais participantes (externa). Essa figura de ação é caracterizada pelo caráter avaliativo e subjetivo, bem como demonstra forte implicação do professor e sua capacidade de reflexividade. Ao considerar as interações do processo de ensino-aprendizagem, percebeu-se que a articulação de motivos e intenções está associada dialogicamente à presença de outros participantes, que fazem parte do cenário escolar. Enfim, o trabalho realizado mostrou ser possível apreender aspectos reveladores sobre a pilotagem da sala de aula e sua complexidade, uma vez que os professores, ao verbalizarem sobre o seu trabalho, fazem emergir o papel crucial da linguagem que acessa a memória, organiza, comenta, regula as ações e as interações humanas. / This study, theoretically framed by Sociodiscursive Interactionism, aimed to identify linguistic and discursive indices that show teacher´s actoriality, examining teachers’ interpretation about their work. Actoriality is the feature of the actant that plays the role of an actor or one that demonstrates capabilities, intentions, motivations and responsibility to act (BRONCKART, 2008, p. 122). It pursued to understand how the teachers interpret their own action and the action of the other participants of the teaching-learning process, besides the reconfiguration of the teachers´ action, analyzing the action figures (BULEA, 2010; BULEA, LEURQUIN & CARNEIRO, 2013). This analysis indicated the presence of a new action figure, named action figure assessment, which seems to favor the expression of the teachers´ actoriality. The data were collected from semi-structured interviews conducted with two mother tongue teachers of a public school network in two different moments: before and after the implementation of educational projects. Parts of the interviews were selected which were identified as thematic orientation segments (SOT) and thematic treatment segments (STT). From this categorization, the textual and discursive analysis was conducted from the perspective of the textual architecture (Bronckart, 1999/2012), which enabled the identification and the delimitation of the internal and external action figures. The analysis allowed to propose that there are actoriality expression contexts in which the actants demonstrate their implication in the action, from which the other elements that constitute them as an actor may be inferred. Thus, the use of deictic pronoun I indicates higher degree of teacher’s accountability in speech, associated with enunciative verbs for accountability taking or dynamic verbs. In addition, modalizations, some adjectives and nouns, contribute to enhancing the production of meaning, because they reveal the subjectivity of the actants to demonstrate peculiarities of their positioning in regards to the thematic content (KERBRAT-ORECCHIONI, 1997). The action figure assessment shows the reflection and the views of the teachers regarding their own action (internal) and also the action of the other participants (external). This action figure is characterized by its strong evaluative and subjective trait, and demonstrates high involvement of teachers and their reflective capabilities. When considering the interactions of the teaching-learning process, the articulation of motives and intentions is dialogically associated to the presence of other participants that belong to the school setting. Ultimately, it is possible to apprehend revealing aspects of the classroom piloting and its complexity, since teachers, when verbalize about their work, bring out the crucial role of language that accesses memory, organizes, comments, regulates the human actions and interactions.

Cette recherche vise la mise au jour du lien entre la formation à la méthodologie de l’enseignement du français comme langue étrangère et le développement de l’agir professionnel de l’enseignant novice. Elle s’inscrit dans le cadre plus général des travaux ayant pour objet la formation des enseignants et leurs pratiques effectives. La mise en place d’un appareillage, la trame méthodique repère (TMR), destiné à la conception d’unités didactiques et à la formation des pratiques professionnelles enseignantes, est au coeur de la première partie de cette étude qui, dans un second temps, montre de quelle manière la modélisation proposée par la TMR rend possible la circulation des savoirs d’ingénierie, de la formation au développement de l’agir des enseignants novices. / This research brings to light the link between French second language teacher training and the development of beginning teachers’ actions. It is set in the wider field of language teacher education research and teachers’ real practice. The first part of this study presents the implementation of a language teaching methodological framework aimed at lesson design and language teacher training. The second part shows how the sequence of language objects and activities of the framework makes it possible for vocational language teaching knowledge to evolve from training to teaching.

Un des domaines des sciences humaines qui s’est considérablement enrichi, ces dernières années, des théories de l’action est celui des sciences de l’éducation. Notre travail de thèse se situe dans cette orientation. Il porte sur l’analyse de l’agir de l’enseignant dans des classes d’anglais et de français, langues étrangères, appliquées dans le système scolaire Chypriote. Une lecture attentive des instructions officielles concernant l’enseignement de ces deux LE permet de relever un ensemble de finalités et d’objectifs qui renseignent sur ce qu’on pourrait considérer comme la méthodologie sous-jacente à l’enseignement/apprentissage des deux LE en question : l’Approche Communicative. Le but visé dans les deux enseignements est l’acquisition de compétences communicatives. Partant de cette constatation nous avons voulu de savoir comment est organisé et comment se réalise dans les faits l’enseignement communicatif scolaire de LE différentes, par des enseignants se référant à un même courant didactique ? Ce qui revient à dire que nous chercherons à répondre à la question de savoir de quelle manière des enseignants des LE différentes initient, organisent et font fonctionner les interactions en classe dans le cadre d’un enseignement communicatif de la LE? Ces préoccupations placent notre recherche dans le champ de la didactique descriptive. Nous voudrions analyser l’agir professoral suivant sa triple fonction, d’initiation et de maintien de l’interaction, de mise en scène des savoirs et d’organisation d’un espace d’enseignement/apprentissage communicatif des LE. Pour ce faire, nous aurons recours à deux méthodes d’analyse : une analyse pragmatique de l’activité didactique en classe et une analyse interactionnelle. Notons enfin que notre analyse se veut comparative. Elle procède davantage de la mise en évidence des pratiques et des conduites telles qu’elles apparaissent dans l’une et l’autre situation, en tenant compte des caractéristiques de chacune d’elles. / One of the fields of the social sciences which has been considerably influenced the last few years by the action theory, is that of the educational sciences. This thesis is in this direction. It focuses on the analysis of the teacher's action in English and French as Foreign Language classes, applied in the Cypriot educational system. A careful reading of the official instructions concerning the teaching of these two languages, can raise a set of aims and objectives that provide information about what could be considered as the underlying methodology in teaching/learning of both languages; the Communicative Approach. The aim in both courses is the acquisition of communication skills. Bearing this in mind the author wanted to know how communicative teaching of those two languages is organized and how realized by teachers referring to the same teaching/learning methodology. Consequently, the author seeks to answer the question of how teachers of those two languages initiate, organize and operate the classroom interaction in the context of communicative teaching of both these foreign languages. These concerns place our research in the field of descriptive didactics. The teacher's action is analyzed following its triple function: induction and maintenance of classroom interaction, creation of an ongoing learning environment and organization of communicative teaching. To this end, we use two methods of analysis: a pragmatic analysis of classroom didactic activity and an interaction analysis. Finally, it is noted that the analysis is intended to be comparative. It strives to the identify practices and behaviors as they appear in one or the other cases, taking into account the different characteristics of the teaching of each languages of the above.

Cette thèse se propose d'étudier les conditions d'avancée des savoirs dans la classe à partir de situations de classe en cycle 3 de l'école élémentaire française. Ces situations concernent la compréhension des phases de la Lune. Les analyses de pratiques effectives visent à inférer les déterminants de l'action professorale et leur rôle. Trois déterminants ont été retenus, à savoir l'action adressée du professeur, son épistémologie pratique ainsi que les savoirs en jeu. Afin d'identifier ces déterminants dans l'action in situ, leurs caractéristiques ont préalablement été établies à travers une analyse a priori des savoirs en jeu, des instructions officielles et de l'épistémologie pratique des enseignants. Une enquête, diffusée à l'échelle nationale, a permis de mettre en évidence les représentations des enseignants vis-à-vis des sciences et de leur enseignement. L'élaboration des items de cette enquête repose sur une étude épistémologique des démarches scientifiques et du statut des savoirs. Cette étude a également été mobilisée pour l'analyse des instructions officielles. Les analyses de l'action professorale s'appuient sur la théorie de l'action conjointe en didactique (TACD). Les notions de tâches épistémiques et de niveaux de modélisation ont été convoquées pour la description de l'avancée des savoirs dans la classe. Ces notions permettent une analyse fine de l'action didactique en documentant notamment le triplet des genèses et en particulier la chronogénèse. Cette recherche précise le rôle des tâches épistémiques et des niveaux de modélisation sollicités dans l'avancée des savoirs et montre que le poids des déterminants varie d'une part selon la phase de travail du professeur et d'autre part selon l'anticipation de l'action enseignante en réaction / This PhD analyses the conditions to advance knowledge in class during a science lesson in higher level of primary school (5th grade,10-year-old pupils) of the French elementary school. The teaching situations concern the phases of the moon. From the analysis of effective practices, this research deduce the determiners of teacher’s action and their role.The determiners analysed are : the knowledge, official instructions and teachers’ representations towards science and science teaching. In order to identify these determiners through effective pratices, their characteristics have been established: an a priori analysis of knowledge, official instructions and practical epistemology of teachers is proposed. A questionnaire aiming at collecting data on teachers’ views of science and sciences teaching have been disseminated at the national leevl. An epistemological study of science approach and knowledge guided the elaboration of items and underlies the analysis the official instructions.. The analysis the teachers’ activities is based on the Joint Action Theory in Didactics (JATD). Additional theoretical tools have been integrated to describe the way knowledge progresses in the classroom : epistemic tasks and modeling levels. These additional concepts allow a detailed analysis of the didactic action including the triple genesis, especially chronogenesis. Our research precises the role of epistemic tasks and modeling levels requested in order to advance knowledge and shows that some determinants act primarily to other, depending on the teachers’ tasks concerning the lesson and the anticipation of students’ actions