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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

Um estudo sobre a saúde do professor a partir da perspectiva da sociologia sensível de Michel Maffesoli

Ueno, Cristina Sayuri [UNESP] 20 December 2006 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:24:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-12-20Bitstream added on 2014-06-13T19:52:03Z : No. of bitstreams: 1 ueno_cs_me_arafcl.pdf: 502103 bytes, checksum: 924e79ce231b192f773d7e114f344987 (MD5) / 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. / 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.
32

General Aspects and First Progress Report on a Frame of a Research on Specific Professional Knowledge of Chemistry Teachers Associated with the Notion of Chemical Nomenclature / Aspectos generales y primeros avances para el encuadre de una investigación sobre el conocimiento profesional específico del profesorado de química asociado a la noción de nomenclatura química

Perafán Echeverri, Gerardo Andrés, Tinjaca B., Fredy M. 10 April 2018 (has links)
Within the framework of research about professional teacher’s knowledge, our business is to identify and to characterize with case study method, a kind of specific professional teacher´s knowledge of Chemistry professorate, associated to the chemical nomenclature notion. This kind of research guides the sight to the teaching contents, but it postulates the teacher as an essential actor of that knowledge, rather than ignore of the other actors (didactic community, researchers, specialists, students, etc.) our research realizes the specific construction that the teacher makes, beyond the «spontaneous epistemologies» category, between others, which seems to deny an academic and discipline character of the built knowledge by the teachers. First, we show a brief reference to the research program on professional teacher´s knowledge which frames in the development of research line about Specific Professional Teacher´s Knowledge associated with Particular Categories, which belongs to the research group «Por las Aulas Colombianas- INVAUCOL». After that, we show a short justification about the choice of the particular category: chemical nomenclature, as a studied object, besides the historical importance that it has to the professional teaching consolidation, recognizing the teacher´s specific contributions to discipline body construction of school knowledge. Finally, weset in consideration some general methodological criteria defined in this research, and we show too, some preliminary reflections derived from field work in thepresent state of the project. / En el marco de la investigación sobre el conocimiento profesional del profesor, nos ocupamos de identificar y caracterizar, con estudios de caso, un tipo de conocimiento profesional específico del profesorado de química asociado a la noción de nomenclatura química. Este tipo de investigaciones orienta nuevamente la mirada hacia los contenidos de enseñanza, pero postula al profesor como un actor fundamental en la construcción de dicho conocimiento. Antes que desconocer a los otros actores (comunidad de didactas, investigadores, especialistas, estudiantes,etc.) nuestra investigación da cuenta de la construcción específica que realiza elprofesor, más allá de la categoría «epistemologías espontáneas», entre otras, que parecen negar el carácter académico y disciplinar de los saberes construidos por el profesor.Presentamos una breve aproximación al programa de investigación sobre el conocimiento profesional del profesor, en el cual se encuadra el desarrollo de la línea de investigación acerca del conocimiento profesional específico del profesor, asociado a categorías particulares, que forma parte de la agenda académica del Grupo Investigación por las Aulas Colombianas (INVAUCOL). Posteriormente, presentamos una corta justificación de la elección de las categorías particulares: nomenclatura química, por ejemplo, como objeto de este estudio; así mismo, de la importancia histórica que tiene para la consolidación de la profesión docente reconocer los aportes concretos del profesorado a la construcción del cuerpo disciplinar del saber escolar. Finalmente, ponemos a consideración algunos criterios metodológicos generales definidos en la investigación y presentamos unas reflexiones preliminares que se derivan del trabajo de campo en el estado actual del proyecto.
33

Autorita jako výchovný princip, prostředek a cíl na základních školách a obchodních akademiích / Authority as an educational principle, instument, and objectives at elementary schools and business academies

Aldorfová, Barbora January 2015 (has links)
This thesis addresses the problem of teacher s authority and its use as an educational principle, instrument, and objectives in the teacher s work. In the theoretical part, I processed information about the authority, teacher s personality, and other factors which affect the work of teachers and the building up of their authority. In the practical part, I summarized the results of my research, the research I carried out at business academies and elementary schools. I asked the teachers for their opinion on the authority. The result of this research, I have generalized and processed the results of this research in the summary.
34

Currículo de química em foco: reflexões de um grupo colaborativo de professores do Estado de São Paulo / Chemistry curriculum in focus : reflections of a collaborative group of São Paulo teachers

Lilian Patricia Lima 24 May 2016 (has links)
Esta pesquisa, de cunho qualitativo, se propõe a investigar a seguinte questão de pesquisa: Como a participação do professor de química em um grupo colaborativo contribui para o aprofundamento de suas reflexões sobre o ensino de Química, tendo em vista uma análise crítica do atual currículo e de seu desenvolvimento em sala de aula? Como a inserção do professor nesse grupo contribui para a melhoria de sua prática docente? Os objetivos da pesquisa foram: a) Analisar como os professores avaliam as estratégias de ensino sugeridas nos cadernos de apoio ao professor e as suas próprias para o desenvolvimento do conteúdo. b) Identificar as relações entre a incorporação do currículo na prática pedagógica e aspectos da estrutura e abordagem dos conceitos. c) Identificar possíveis obstáculos postos pelo trabalho colaborativo que podem influenciar tomadas de decisão individuais e coletivas sobre a prática docente. d) Identificar as percepções dos professores sobre seu desenvolvimento profissional com a participação no grupo. Para que os objetivos fossem alcançados, o grupo formado por dez professores de química da rede pública de São Paulo passou a se reunir, desenvolvendo os encontros tendo como base a troca de experiências, o estudo do atual currículo paulista de química e reflexões e discussões acerca do ensino de química. Foram 10 encontros nos quais os dados foram coletados através da gravação de vídeo de todos os encontros, entrevistas semi-estruturadas, atividades realizadas pelos participantes do grupo e questionários aplicados. Os dados foram transcritos e a análise desses dados está baseada na análise de conteúdo, onde categorias emergentes foram estabelecidas. Os resultados mostraram que os professores participantes, possuem dificuldades quanto à compreensão e utilização do atual currículo de química do Estado de São Paulo em suas práticas pedagógicas. Também ficou evidenciado que o grupo colaborativo atuou na reestruturação do pensamento docente em relação ao ensino de química e ao currículo de química vigente, bem como contribuiu para a ressignificação das práticas pedagógicas, favorecendo o desenvolvimento profissional. / This research has a qualitative approach and aims to investigate the following research question: How the participation of a chemistry teacher in a collaborative group contributes for deeper reflections about chemistry learning process, owing to a critical analysis of the curriculum and their development in classroom? How the teacher involvement in this group contributes to the improvement of their teaching practice? The aims of this research are: a) Analyze how the teachers assess the learning strategies suggested in teacher´s support notes and their own for the development of the content. b) Identify the relations between curriculum incorporation in the pedagogic practice and structure aspects and approach of concepts. c) Identify possible barriers set by the collaborative work that can induce individual decisions and collective about teaching practice. d) Identify the teacher´s perceptions about their professional development with the group´s participation. To achieve the goals, the group formed by ten chemistry teachers of Sao Paulo public schools has been reunited, developing the meetings through the experience exchange, study of the current chemistry curriculum and reflections and discussions about chemistry learning. Ten meetings were performed in which the data were collected by recorded videos of the meetings, semi-structured interviews, activities that were realized by the participants of the group and were applied questionnaires. The data were transcripts and the analysis of these data was based in the content analysis, were the categories were established. The results showed that the teachers have difficulties as to the comprehension and application of the current chemistry curriculum of Sao Paulo State in their pedagogic practices. The collaborative group also acted in the restructuring of the teacher´s thought regarding to the chemistry learning and current chemistry curriculum, as well as it contribute to the resignification of the pedagogic practices favoring the professional development.
35

As dificuldades e queixas de professores alfabetizadores em tempos de formação continuada

Altobelli, Cecília Célis Alvim 08 May 2008 (has links)
Made available in DSpace on 2016-04-28T20:57:24Z (GMT). No. of bitstreams: 1 Cecilia Celis Alvim Altobelli.pdf: 284103 bytes, checksum: bd312f87fc0e9a378811e54f06225cad (MD5) Previous issue date: 2008-05-08 / This research aims to investigate the reason for the alphabetizing teacher s lack of satisfaction faced by the Continuity Training course as well as the reason for the inefficiency of those courses in promoting changes to the actual practice of those teachers. In this sense, it questions the out of the measure observed between the Continuity Training and the results in the classroom, where all the proposed actions do not happen. It also searches, in the deep essence of education, the way performed by the teachers, since their initial training until the actual moment. This work also highlights the Continuity Training, trying to identify how it is absorbed by the teachers and it also gives opportunity to the discussions between theory and practice, from the angle of the teachers actions towards the Continuity Training. Theoretical support essentially focuses on meaning, sense and, in a complementary side, the teacher s identity. Based on the interviews, this research identify categories related to the disturbing feeling involving the teacher s practice as a consequence of the Continuity Training programs, which were analyzed and discussed under the thoughts of the Ciampa, Nóvoa and others. This is a qualitative research, taking the interviews on a person-to-person basis to form the data collection. It aims to reveal the point of view of three teachers integrants of the Continuity Training Program for more than one decade, in order to identify possible obstacles, improvement and retrocession in their practice and the possibility of all this be related to the Continuity Training perceived. The interview analysis has revealed itself as a warning regarding those trainings which have not considered the wide process of giving a meaning to the experiences as well as the production of teacher s knowledge, and, therefore, not promoting the professional autonomy / A presente pesquisa objetiva investigar o porquê das insatisfações dos professores alfabetizadores, frente aos cursos de Formação Continuada e da ineficácia desses cursos em promover mudança na prática docente desses professores. Assim, discute o descompasso entre a Formação Continuada e os resultados em sala de aula, na qual o que foi proposto não acontece. Busca, nas raízes do trato educativo, a trajetória percorrida pelos professores, desde a fase de sua formação inicial até o presente momento. Pontua a Formação Continuada, tentando identificar como é recebida pelos professores. Oportuniza uma discussão que contrapõe teoria e prática, a partir do posicionamento dos professores relativamente à Formação Continuada. Os apoios teóricos focam prioritariamente significado, sentido e, complementarmente, a identidade do professor. Com o alicerce das entrevistas, esta pesquisa levanta categorias, concernentes às inquietações quanto à práxis dos docentes, em decorrência dos cursos de Formação Continuada, analisadas e discutidas à luz dos fundamentos propostos por Ciampa, Nóvoa e outros. A pesquisa é qualitativa, utilizando as entrevistas pessoa a pessoa como o instrumento de coleta de dados. Objetiva desvelar o ponto de vista de três professoras no quadro de cursistas participantes em Cursos de Formação Continuada, por mais de uma década, para localizar possíveis entraves, avanços e retrocessos em sua prática e a possibilidade de relação disso com a Formação Continuada vivenciada. A análise das entrevistas revelou-se em um alerta sobre tais cursos, que desconsideram o amplo processo de significações das experiências e produção dos saberes docentes, não promovendo assim, a autonomia profissional
36

Partnerství mezi učitelem a žáky na ZŠ / Relationship between the teacher and the pupils at the elementary school

DUŠKOVÁ, Barbora January 2011 (has links)
DUŠKOVÁ, Barbora. The relationship between the teacher and the pupils at the elementary school. České Budějovice: University of South Bohemia, Pedagogical Faculty, Department of Pedagogy and Psychology, 2011, 85 pp., Supervisor of the diploma thesis PhDr. Marta Franclová. This diloma thesis is focused on the topic of the relationship between the teacher and the pupils at the elementary school.The theoretical part describes changes in the czech school system after 1989 and concerns developement of the new educational aims. It also deals with the personality of a teacher and his temperament, choice of teacher´s profession and requirements for this job. The theoretical part also contains the question of mutual relationship between the teacher and the pupils. In the practical part the author focuses on the results of the research of teacher´s interactive style which was accomplished by the method of the questionnaire.
37

O uso de modelos no ensino de qu?mica: uma investiga??o acerca dos saberes constru?dos durante a forma??o inicial de professores de Qu?mica da UFRN

Lima, Analice de Almeida 07 December 2007 (has links)
Made available in DSpace on 2014-12-17T14:35:48Z (GMT). No. of bitstreams: 1 AnaliceAL.pdf: 947341 bytes, checksum: 966f1f4ed5e57c11e917c7d3f532de0a (MD5) Previous issue date: 2007-12-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization / Nos ?ltimos vinte anos, as pesquisas voltadas profissionaliza??o docente t?m crescido de modo expressivo. Nesse contexto, as investiga??es acerca dos saberes docentes representam uma importante contribui??o, visto que buscam identificar e resgatar a base de conhecimento que sustenta a profiss?o docente. Em particular, as reflex?es e proposi??es de Lee Shulman t?m constitu?do um subs?dio fundamental ? profissionaliza??o dos professores no sentido de atrelar os saberes pedag?gicos aos do conte?do, estabelecendo o conhecimento pedag?gico do conte?do que caracteriza e diferencia o professor e o bacharel em determinada ?rea de conhecimento. Entre os saberes imprescind?veis ao exerc?cio profissional do professor de Qu?mica, salientamos, nesta pesquisa, a pertin?ncia dos relativos ao uso de modelos nas aulas de Qu?mica nos ensinos fundamental e m?dio. Esses saberes s?o referentes ? compreens?o dos licenciandos acerca do conhecimento e modelos elaborados na ci?ncia e dos modelos adotados no ensino de Qu?mica, assim como as habilidades para planejar situa??es did?ticas que utilizem modelos. Nesta pesquisa, buscamos identificar as contribui??es e entraves, durante a forma??o inicial de professores de Qu?mica, na UFRN, em rela??o ? constru??o de saberes que subsidiem os licenciandos na elabora??o de atividades de ensino que envolvam a utiliza??o de modelos. A investiga??o foi realizada na UFRN, no Curso de Licenciatura em Qu?mica, junto a 13 licenciandos que cursavam a disciplina de Pr?tica de Ensino de Qu?mica. Para esta pesquisa, foram utilizados os seguintes instrumentos: question?rios com perguntas abertas e fechadas, elabora??o de um plano de atividades para o ensino de Qu?mica e entrevista de modo a responder as quest?es de estudo estabelecidas. Os dados obtidos foram analisados a partir de crit?rios estabelecidos, categorizados e tabelados. Os resultados sinalizam que as representa??es dos licenciandos referentes ao conhecimento cient?fico contemplavam, entre outras quest?es, a id?ia de um m?todo para a sua constru??o. Em alguns casos, foi ressaltado o papel dos modelos nessa constru??o, bem como a dimens?o social na valida??o desse conhecimento. Os modelos cient?ficos foram destacados, pela maioria dos licenciandos, como uma forma de representa??o com finalidade de explicar, compreender e interpretar os fen?menos qu?micos. J? os modelos did?ticos foram ressaltados, na maioria dos casos, como uma forma de auxiliar os alunos de Qu?mica da Educa??o B?sica a compreender os modelos cient?ficos. As representa??es referentes a essas categorias contemplaram aspectos importantes, embora de modo superficial, refletindo as limita??es de reflex?es nesse sentido durante o processo formativo. Na elabora??o de atividades de ensino que utilizam modelos, foram evidenciadas dificuldades, no processo de constru??o do plano, relativas ? estrutura did?tica e ? proposi??o de atividades que contemplassem modelos, embora os licenciandos tenham mobilizado diferentes elementos referentes ao conhecimento pedag?gico do conte?do. Tais constata??es evidenciam a necessidade de que a ag?ncia formadora possa promover mudan?as na forma??o inicial de modo a propiciar, ao longo desse processo, reflex?es, discuss?es e proposi??es de atividades relativas ?s categorias destacadas nesta pesquisa, contribuindo para a constru??o de elementos iniciais referentes ao conhecimento pedag?gico do conte?do que ser?o desenvolvidos no decorrer da doc?ncia, corroborando, dessa forma, para a profissionaliza??o docente
38

Problematika šikanovaných žáků a učitelů na základní škole / Problems of bullied pupils and teachers in elementary schools

Nejedlá, Kateřina January 2014 (has links)
The thesis is focused on problems of bullied pupils and teachers in elementary schools. The theoretical part describes the matter of bullied pupils and teachers. The terms like bullying and cyber bullying are explained. The thesis also deals with main signals, phases and forms of bullying. It defines main actors of bullying, their relations and the consequences which bullying causes. The thesis also deals with the characteristic of bullying and its preventing. The practical part is made by the research which is focused on the issue of bullying in children collective and bullying teachers. The research instruments were questionnaires about bullying, their goals were to find out the occurence of bullying between the pupils and the teachers. The results proved that the bullying occures in a third of the pupils who were also able to describe how and how often they are hurt. It was also proved that the bullying is such an unpleasant topic between teachers that they are not able to accept its existence and that it is very problematic to find the way to solve it. The results are processed both in written form and graphic form in wiev of the theoretic knowledge from the first part.
39

Leitura na formação de professores de inglês da rede pública: a questão da reprodução de leitura no ensino de inglês / Reading in training of teachers for english in public network: the issue of reproduction of reading in the teaching of english

Takaki, Nara Hiroko 31 August 2004 (has links)
O principal objetivo deste estudo é investigar como alguns sujeitos envolvidos no processo de ensino de língua inglesa, como língua estrangeira, desenvolvem e praticam o senso crítico no ensino em questão. Em função dos resultados preliminares da investigação, procedeu-se a uma etapa subseqüente, conhecida como processo de ruptura, que consistiu em: desconstruir e subverter interpretações consideradas, por determinados grupos sociais, como canônicas e, portanto, hegemônicas. Em tal etapa, visamos conhecer a natureza da interação dos sujeitos observados à luz das concepções propostas. Esta proposta buscou introduzir ontologias filosóficas e epistemologias do conhecimento que consideram os sujeitos como agentes da História, dotados de identidades múltiplas e contingentes; paradoxais ao invés de harmônicas. O presente estudo abordou, ainda, projetos transdisciplinares e interpretações parciais/abertas (Ricoeur, 1978), procurando incluir, finalmente, processos de transformação de significados realizados contingentemente, levando-se em conta a noção de locus de enunciação (Bhabha, 1994). Para a investigação e análise dos eventos sócio-pedagógicos, foi realizada uma pesquisa etnográfica interpretativa e qualitativa. A conclusão parcial traz à tona os loci de enunciação dos sujeitos que à primeira vista contribuíram, na maioria dos casos, para a reprodução de crítica a-histórica. Entretanto, em outros momentos, provavelmente devido à maturidade dos sujeitos e à intervenção incipiente da pesquisadora, alguns sinais de posições aparentemente mais subjetivas também foram revelados. Palavras chave: letramento crítico, ruptura, dialética, etnografia, formação crítica de professores / The main aim of this study is to investigate how some of the subjects involved in the process of the teaching of English, as a foreign language, develop and practice their critical sense in this teaching. Due to the preliminary results of this investigation, a phase known as process of rupture which consists of deconstructing and subverting interpretations considered by particular social groups as canonical, and, hence, hegemonic was initiated. The main concern in this phase was getting to know the subjects´ interaction modes in the light of the proposed concepts. This proposal attempted do introduce both philosophical ontologies and epistemologies of knowledge which regard subjects as agents of History with multiple and contingent identities; paradoxal rather than harmonic. The study in case dealt with transdisciplinary projects and partial/open interpretations (Ricoeur, 1978) as well. In short, it also included processes of contingently meaning transformation taking into account the notion of locus of enunciation (Bhabha, 1994). In order to carry out this investigation, the ethnographic research perspective was applied to the analysis of social-pedagogical events from an interpretive and qualitative standpoint. The partial conclusion sheds light mainly on the subjects´ loci of enunciation, which seemed to have provided, in most cases, scope for the reproduction of a-historical criticism. Nevertheless, in other moments, probably on account of the subjects´ maturity and of my true-beginning intervention, signs of apparently more subjective positions were revealed. Key words: critical literacy, rupture, dialectic, ethnography, teacher´s critical development
40

Formação de professores do Atendimento Educacional Especializado para alunos surdos em São Bernardo do Campo / Continued education of specialized educational service teachers of deaf students in São Bernardo do Campo

Paixão, Elaine Cristina 09 September 2016 (has links)
Esta pesquisa aborda a formação do professor do Atendimento Educacional Especializado para alunos surdos no município de São Bernardo do Campo. O problema de investigação centra-se em analisar como tem sido a formação e o acompanhamento dos professores do AEE para alunos surdos no município estudado. Temos como objetivo discutir o processo de formação continuada de professores do AEE para alunos surdos na perspectiva da educação inclusiva em São Bernardo do Campo.Esta pesquisa possui uma abordagem qualitativa realizada por meio de revisão bibliográfica e de pesquisa empírica, mediante a análise de questionários entregues para professores do AEE para alunos surdos, os formadores (Equipe de Orientação Técnica e Equipes gestoras) e gestores da Secretaria de educação. No intuito de considerar a história e o contexto atual que envolve a Educação Especial, formação de professores e a educação de alunos surdos abordamos, nos cinco capítulos deste estudo, a trajetória histórica da Educação Especial no Brasil e no município estudado, um panorama sobre a história da educação de surdos e a formação de professores e, em específico, dos professores do atendimento educacional especializado que atuam com alunos surdos. Como considerações finais temos que o tema formação de professores e, em específico a formação do professor da Educação Especial, é complexo e desafiador para os sistemas de ensino em todo o mundo. Assim, não aparenta ser uma discussão simples para os professores, formadores e gestores do município estudado. Constatamos que, há uma proposta de formação continuada no município, porém com fragilidades em relação a sistematicidade e continuidade das formações. Observamos também que é importante num processo de formação continuada, que todos os implicados tenham clareza sobre o plano de formação, inclusive sobre a concepção de formação que subsidiará a ação formativa. Num cenário que mostra a necessidade de transformação da prática docente no trabalho com alunos surdos, dentro do paradigma da educação inclusiva, e que apresenta poucas pesquisas sobre o assunto, torna-se fundamental que professores, busquem respostas aos seus desafios diários por meio do estudo e da reflexão sobre sua prática. Para tanto é importante que haja uma formação e acompanhamento sistemático dos professores, a fim de que se sintam apoiados na busca de um atendimento que contemple os desafios da educação inclusiva para surdos. / This research intends to study the continued education of specialized educational service (SES) teachers of deaf students in São Bernardo do Campo city. The investigation problem analyses the continued education and assistance of SES teachers of deaf students in this city. The objective is to discuss the continued education process of SES teachers of deaf students in inclusive education perspective in São Bernardo do Campo. It´s a qualitative research that used bibliographical review and empirical research, analyzing questionnaires given to SES teachers of deaf students, to continued educators (technical orientation and manager team) and Secretary of Education team. In order to consider the history and Special Education current context, continued education of teachers and the education of deaf students we approached,on the five chapters of this study, the Special Education historical course in Brazil and in the city studied, an overview of the history of deaf education and the teachers continued education, and specifically the specialized educational service teachers of deaf students.Wefinally consider that the continued education of teacher issue and, specifically the continued education of special education teacher one is complex and challenging for educational systems all over the world. Therefore, it does not seem to be a simple discussion for teachers, continued educators and managers of the city studied. We find out that, there is a continued education proposal in the city, but it presents some fragilities regarding its systematic and constancy. We also observe that it´s important that on the continued education process, everybody involved is clarified about the proposal, including the concept which will ground the formative action. On a scenery that shows the need of transforming the educator´s practice on their work with deaf students, considering the inclusive educational paradigm, and presents few researches on the subject, it´s fundamental that teachers search for the answers to their daily challenges by studying and reflecting their own practice. Thus it´s important the existence of a continued education and assistance for teachers in a systematic way, so they feel supported on the search for an understanding which fulfill the challenges of inclusive education for deaf.

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