Made available in DSpace on 2016-03-15T19:42:30Z (GMT). No. of bitstreams: 1 Laima Irene Liblik Regina.pdf: 5779767 bytes, checksum: c11411d32c252f32f460605ca8a66d69 (MD5) Previous issue date: 2013-02-26 / This study is based on the formation and performance of art teacher who works in the early years of elementary school. The research question investigated was to understand how is the preparation of the education professionals for its work in the classroom as well as how do they both learns and teaches. It is theoretically based on the following authors: Shulman, Mizukami, Ferraz and Fusari, Nóvoa and Gatti. Methodologically characterized by being a descriptive study quantitative-qualitative and quantitative through questionnaires sent through the Internet or directly to schools of Cycle I and qualitative (personally interviewed in a second step) during the 1st and 2nd half of 2012. The central question at the beginning of the research was to see if there was any direct relationship between initial training and classes, and if the answer was positive, which relations are significant, considering that all these teachers should follow the law and the PCN`s (National Curriculum Parameters). This first goal went to background and other questions, such as what is your specific training and teaching, ie, as "teaching Art," which materials are best used and what the teacher does to improve his knowledge, were raised and answered from the sources of data collection. The main results from the questionnaires formatted as open and closed questions, refer to initial and continuous training of teachers, and how they act in the classroom. The analysis of the responses indicates that these 35 teachers are mostly women, ranging from 30 to 50 years and claim to work the four languages, giving less importance to the Dance. They prefer to teach what they know best due to their initial formation and they use PCN`s books and the web to organize their classes. They would like more courses and more direct guidance, they also miss meetings that used to happened for updates and experience exchanges. Many teachers seem to "mix" affection and teaching, forgetting that the primary function of the school is to introduce and socialize the historically constructed knowledge of the humanity. / Este estudo refere-se à formação e atuação do professor de Arte que trabalha nos anos iniciais do Ensino Fundamental. A questão de pesquisa investigada foi entender como é a preparação deste profissional da Educação para o seu trabalho de sala de aula, como ele aprende e também como ensina. É fundamentado teoricamente nos seguintes autores: Shulman, Mizukami, Ferraz e Fusari, Nóvoa e Gatti. Metodologicamente caracteriza-se por ser um estudo descritivo de natureza quantitativo-qualitativa, sendo quantitativo por meio de questionários enviados através da Internet ou diretamente para as escolas de Ciclo I e qualitativo (entrevistas realizadas em uma segunda etapa, pessoalmente), durante o 1º e 2º semestre de 2012. A questão central, no início da pesquisa era verificar se havia alguma relação direta entre formação inicial e aulas ministradas, e se a resposta fosse positiva, quais relações são significativas, considerando que todos estes professores devem seguir a legislação e os PCN`s (Parâmetros Curriculares Nacionais). Este primeiro objetivo passou a segundo plano e outras questões, tais como o que é o seu treinamento especifico e pedagógico, ou seja, como dar aulas de Arte , que materiais são mais utilizados e o que o professor faz para se atualizar foram levantadas e respondidas a partir das fontes de coleta de dados. Os principais resultados, a partir dos questionários respondidos com questões abertas e fechadas, referem-se a formação inicial e contínua dos professores, e como eles atuam na sala de aula. A análise das respostas indica que estes 35 profissionais são majoritariamente mulheres, na faixa de 30 a 50 anos e afirmam trabalhar as quatro linguagens, dando menos importância à Dança. Preferem ensinar o que melhor e mais sabem devido à sua formação inicial e que se utilizam dos PCN`s, livros e internet para organizar suas aulas. Gostariam de mais cursos e orientações diretas, sentindo falta das reuniões que costumeiramente aconteciam para atualizações e trocas de experiências. Vários professores parecem misturar afetividade e ensino, esquecendo a função precípua da escola que é apresentar e socializar os saberes construídos historicamente pela humanidade.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Esta pesquisa teve por intenÃÃo investigar se os professores de ciÃncias do ensino fundamental conhecem e utilizam na sua aÃÃo docente, as diretrizes, orientaÃÃes e objetivos dos PCN para o ensino de ciÃncias naturais. O estudo, utilizando a abordagem qualitativa à descritivo na anÃlise dos dados. Como metodologia escolheu-se o estudo de caso e, os instrumentos de coleta dos dados foram anÃlise documental, observaÃÃo, entrevistas e relatos dos alunos. Inicialmente foram testadas as possibilidades da pesquisa com uma revisÃo de literatura, reunindo autores para a fundamentaÃÃo teÃrica do estudo. Em seguida foi feita uma visita exploratÃria, com a finalidade de escolher as escolas e os sujeitos participantes da pesquisa, selecionados de acordo com alguns critÃrios, tais como localizaÃÃo das escolas, receptividade dos diretores e professores, a formaÃÃo inicial e o tempo de serviÃo dos docentes. Duas escolas, dois professores e seus alunos se enquadraram nos critÃrios estabelecidos, tendo, portanto, sido escolhidos. Com a inserÃÃo no campo, as escolas, os professores e os alunos foram caracterizados com a finalidade de identificar o ambiente e os sujeitos da pesquisa. No primeiro momento do estudo, com a incursÃo à literatura, abordou-se os reflexos do contexto econÃmico, polÃtico e social no desenvolvimento dos currÃculos para o ensino de ciÃncias, analisando as mudanÃas ocorridas no cenÃrio educacional brasileiro, em especial no campo das ciÃncias, destacando as implicaÃÃes para o ensino e aprendizagem a partir de uma reflexÃo epistemolÃgica. No segundo momento, foram estudadas as orientaÃÃes curriculares para o ensino e aprendizagem das ciÃncias prescritas na Lei 9.394/96 e nos PCN de ciÃncias naturais, abordando a importÃncia do uso dos conteÃdos procedimentais e atitudinais no desenvolvimento das aulas, para em seguida analisar as perspectivas atuais para o ensino das disciplinas cientÃficas. Por Ãltimo foi feita a anÃlise do ensino de ciÃncias a partir da aÃÃo docente dos sujeitos da pesquisa, com a finalidade de perceber indÃcios da utilizaÃÃo dos PCN no cotidiano das aulas. Pode-se considerar que os professores de ciÃncias em seu discurso, dÃo indÃcios de conhecerem as orientaÃÃes e objetivos prescritos pelos PCN. No entanto, em sua aÃÃo docente, percebe-se que tais orientaÃÃes se apresentam de modo muito tÃnue, ficando evidente que, a perspectiva de um ensino e aprendizagem embasados nos pressupostos de construÃÃo do conhecimento cientÃfico, proclamada em tais orientaÃÃes curriculares, nÃo à empregada de forma consistente, fato explicitado, tambÃm, pelos alunos em seus relatos sobre as aulas de ciÃncias. Pode-se intuir, portanto, que, apesar dos esforÃos envidados na elaboraÃÃo de parÃmetros e diretrizes curriculares para o ensino de ciÃncias, como sugestÃes de melhoria da qualidade do ensino das disciplinas cientÃficas no paÃs, existe um hiato entre o prescrito e o vivido no cotidiano das aulas. / This research was intended to investigate if the Science teachers of elementary school know and use in their teaching activities, the directives, guidelines and objectives of the âPCNâ for the teaching of Natural Sciences. The study, using a qualitative approach is descriptive in the data analysis. The Methodology was chosen as the case study and the instruments of data collection were document analysis, observation, interviews and reports from students. Initially the possibilities of research were tested with a literature review, gathering authors to the theoretical study. Following an exploratory visit was made in order to choose schools and subjects in the research, selected according to some criteria such as location of schools, school principals and teachers of receptivity, initial training and service time of the teachers. Two schools, two teachers and their students met the criteria established, and therefore has been chosen. With the insertion field, schools, teachers and students were characterized in order to identify the environment and the research subjects. At first the study, with the incursion of literature, we dealt with the repercussions of the economic, political and social development of curriculum for teaching Science, analyzing the changes in the Brazilian educational scenario, especially in the sciences, highlighting the implications for teaching and learning from an epistemological reflection. In the second moment, the curriculum was studied guidelines for the teaching and learning of science prescribed in Law 9.394/96 and âPCNâ Natural Sciences, discussing the importance of using content procedural and attitudinal development classes, then to analyze current perspectives to the teaching of science subjects. Lastly was the analysis of science teaching from the teacher action research subjects, in order to perceive evidences of the use of âPCNâ in the daily lessons. One can consider that the science teachers in his speech give evidence of knowing the guidelines and objectives prescribed by the âPCNâ. However, in his teaching activities, it is perceived that such guidelines are presented in a very thin, making it clear that the prospect of a teaching and learning grounded in assumptions of construction of scientific knowledge, proclaimed in such curriculum guidelines, is not employed consistently, a fact explained also by students in their accounts of the Science classes. One can perceive, therefore, that despite the efforts made in developing curriculum guidelines and parameters for Science teaching, as suggestions for improving the quality of teaching of Science subjects in the country, there is a gap between the prescribed and lived in daily life classes.

Politically mandated development projects get attention in reports, assessments, plans and policies. Less attention is given to the small scale, local development-work made by teachers in schools everywhere, every day (Hultman, 2001). The aim of this study is to make, the small-scale changes that teachers make in their daily practice, visible. Also, this study aims to contribute to an increased understanding of teachers’ changed actions and factors that enable or constrain changed actions. Finally, this study aims to try the analytical concept of agency in relation to the changes teachers make in their daily professional practices. The following research questions have been developed: (1), How do teachers describe the changes they make and have made in their professional practice? (2), What possibilities and limitations do teachers experience when changing their professional-practice? (3), What do teachers wish to change and why? (4), What do teachers think are precipitating factors of change in their own professional practice? (5), How can teacher agency be understood in relation to the described changes in professional practice? Eight teachers from different schools have participated in semi-structured interviews, describing their experience of changes they’ve made in their professional practice. The interviews have been analysed in relation to theories of the three elements of agency developed by Emirbayer and Mische (1998) and further developed in connection to teacher practice by Priestley, Biesta and Robinsson (2015). The study found that teachers change their practice to adjust to new or changing contexts. New experiences, knowledge, ideas or policies can also cause changes in teacher practice. Teachers change their practice when they encounter problems or challenges, assess the consequences of different actions and choose an appropriate way to act. They use their knowledge and experience to identify problems and activate agency to solve them. The study indicates that there is a connection between security and change. Furthermore, it seems to be of importance for teachers and school leaders not only to have common goals but also share the interpretation of problems and the analysis of possible action to solve the problems. The study also found that teachers change their practice to be in alignment with their own goals and aspirations. Even though all teachers abide by common laws and regulations, teachers choose to focus on different parts of the regulations when shaping their goals. The teachers´ goals and aspirations, shape their images of the future they want and play a pivotal role in shaping their actions in the present and in activating agency. The teachers in the study constantly changed their practice in relation to the needs they identify in the local context but also from a genuine interest to learn more, change and improve their professional practice.

Elementary teachers can help students develop a critical literacy lens and learn how to question, analyze, and challenge assumptions. In turn, this can develop an inclusive classroom. My teacher action research looks at how critical literacy impacts both me, the teacher, and my fifth-grade students, in a predominantly White suburban public school over a school year. I was interested in analyzing how my students experience the critical literacy curriculum. The research was guided by the following research questions: (1) On what topics did I and my students focus? (2) What was the nature of my students’ engagement? (3) What positions did my students take up? Data consist of my reflective journal entries, classroom discussions, student work, student surveys, semistructured interviews with students, and discussions with two teacher colleagues. The data was analyzed using three lenses: student and teacher focus, student nature of engagement, and student positionality. A high level of student engagement with the critical literacy work was seen throughout the year and community building was an important part of this work. The reading and writing workshop approach supported the critical literacy work in many ways, including allowing for text selection by students and teachers and giving students time to collaborate, question, research, and take action. Finally, there is a messiness to this work, for teachers and students, that needs to be acknowledged, as well as an expectation to learn from mistakes and to listen to and learn from each other. Developing a critical literacy lens is a lifelong endeavor. / Educational Leadership

Task-based language teaching (TBLT) has attracted a great deal of interest since its inception, as reflected in a large body of relevant literature; most of the literature deals with TBLT in in-person (IP) settings and a small number of TBLT applications in online settings. The shift from the traditional IP mode to the virtual classroom caused by COVID-19 has made the effective application of TBLT a concern. However, most of the past studies have been conducted from the researcher’s perspective, which cannot meet the urgent needs of language teachers from a practical standpoint. This study examined TBLT in virtual Chinese classroom from the perspectives of teachers and students. The action research was conducted to observe the challenges students encountered in online TBLT sessions. Surveys and interviews were conducted to collect data from participants to understand the students’ viewpoints towards online TBLT. The data were analyzed to determine how teachers made actions to improve the TBLT learning and whether these actions were effective. After six weeks of research, the data from the participants revealed that students encountered many problems in online TBLT session, such as difficulties of applying online TBLT including student’s lack of media literacy and the limitedness of Zoom affordance; the challenges of designing tasks for online L2 TBLT class such as teacher’s lack of attention on taking students’ task preferences, grouping methods and targeted prompts into consideration; as well as the challenges of peer collaboration in virtual TBLT for example the dis-connectivity, peer communication, and response distribution issues. In response to challenges that I observed in my study, I integrated and analyzed the following teacher actions to help improve students’ performance and the effectiveness of online TBLT sessions. I rewrote the prompts to provide students with multiple perspectives on the context and appropriate vocabulary in terms of the pre-task materials. Also, I selected relevant grouping patterns for each task type and grouped them appropriately. Moreover, I reduced the power imbalance between the teacher and students, intervened in the in-task discussions appropriately, provided students with guidance on specific Zoom classroom functions, and effectively managed the time spent on each cycle of the TBLT. Last but not least, I enhanced student meta-cognition, provided students with complete information about the TBLT process, explained the benefits and purpose of the assignment, encouraged interaction and collaboration among the students, and attempted to provide a safe and comfortable learning environment for students. To conclude, both students and teachers encounter challenges in this new online learning model environment; thus, we all need to adapt and learn how to learn and teach in this new situation. In this study, I tried different approaches to improve the observed problems and promote the effectiveness of teaching and the learning experience of students through a teacher action research approach. Feedback from participants indicated that the actions were effective. The study revealed that teacher should take the students’ needs into consideration when designing and implementing online TBLT in the future and make a difference through teacher actions. It is hoped that this study can offer some implications on applying TBLT in the virtual setting.

The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the teacher researcher (the author) constructed qualitative case studies focusing on the teaching practice of a veteran ESL teacher (the researcher) and the persuasive writing practices of three middle school beginning level ELLs. Through data analysis methods drawing on SFL and intertextuality, the study illuminates connections between the SFL based teaching practice and the expanding linguistic repertoire of ELLs as they enact the genre of persuasive argument in the context of producing persuasive music reviews. Research methods are qualitative in nature and designed to attend to both the sociocultural context of teaching and learning as well as a linguistic analysis of written texts. Through a qualitative case study approach focusing on the literacy practices of three emergent bilingual middle school students and the reflective teaching practices of their veteran ESL teacher, the teacher researcher highlights how SFL pedagogy created space for urban middle school ELLs to participate in high interest language learning activities designed to increase their control over the semiotic resources needed to construct persuasive texts. The subsequent SFL and genre analysis of students' texts analyzes changes in the schematic structure and register variables of student texts aims to explore the intertextual connections between these changes and the SFL pedagogical practices described in the study. Data derive from multiple sources including student texts, videotaped interactions among classroom community members, field notes, lesson plans and instructional materials. The study offers important new directions in language teaching and learning as it demonstrates how SFL-based pedagogy can draw on the cultural and linguistic resources of ELLs to create a culturally relevant (Ladson-Billings, 1995) and permeable curriculum (Dyson, 2003) that both challenges the conceptualization of ELLs as students with a "deficit" and repositions them as skillful language users and text analysts.

Made available in DSpace on 2017-07-10T16:17:05Z (GMT). No. of bitstreams: 1 1Francisleia Giacobo.pdf: 1467189 bytes, checksum: 59be5f13a6deb4c23bd0cf88e3842006 (MD5) Previous issue date: 2014-06-30 / Information technology and communication (ICT) has caused a revolution in the way people communicate, access information, perform everyday tasks, interact and seek knowledge; using equipment with internet access today, you can access any information on the desired topic. By means of digital technologies a new context arises even contributing to the advancement of scientific discoveries; this new environment also changes the way you live quickly and significantly, new listings, in interaction with different opinions and different views, provokes conflicts of ideas and values, changing society and ushering in new paradigms in different sectors making arise. In this perspective, and programs aimed at the integration of ICT in the school environment governmental actions began to emerge on the grounds that it is necessary to close the school reality from the reality experienced by society today; discussion about the use of technology in education is becoming ever harder, and with it, new educational paradigms are born and need to be researched. The present study aimed to understand the perceptions and teaching practices regarding the use of Information Technology and Communication (ICT) in teaching practices, using as a field of research, a group active in basic education teachers. The survey was developed through qualitative approach, exploratory. About the procedures, the present study used the documentary, bibliographical research and survey for data. Were selected as instruments for data collection: electronic questionnaire designs (learning objects) and semi-structured interviews. Data were analyzed according to content analysis (BARDIN, 2011). To reach the goal of the research, took to the observation and analysis, actions taken by the state to train teachers to use ICT and the perceptions and practices arising from participation in these programs that were tied to the State Department of Education (SEED) and the Ministry of Education (MEC). The subjects studied were the advisers of the Regional Coordinator of Educational Technology (CRTE), the Regional Center of Education of the City of Dois Vizinhos (PR) and teachers of Basic Education in public schools, participants in the training workshops conducted by CRTE, bound to the same NRE. The results indicate that teachers perceive ICT as an irreversible element in the school environment, aware of the need for training in the use of these technologies, but with qualification programs still far from pressing the daily school needs. / As tecnologias de informação e comunicação (TIC) tem causado uma verdadeira revolução na forma como as pessoas se comunicam, acessam informações, realizam tarefas cotidianas, interagem e buscam conhecimentos. Utilizando-se de equipamentos com acesso a internet, hoje, é possível acessar qualquer informação sobre o tema desejado. Por meio das tecnologias digitais um novo contexto surge, favorecendo inclusive, o avanço das descobertas científicas. Este novo ambiente também transforma a maneira de viver de forma rápida e significativa, fazendo surgir novas referências que, em interação com diversas opiniões e visões distintas, provoca conflitos de ideias e valores, modificando a sociedade e prenunciando novos paradigmas nos diferentes setores. Nesta perspectiva, programas e ações governamentais voltados à inserção das TIC no ambiente escolar começaram a surgir sob a alegação de que é necessário aproximar a realidade escolar da realidade vivida pela atual sociedade; a discussão sobre o uso das tecnologias na Educação ganha cada vez mais força e, com isso, novos paradigmas educacionais nascem e precisam ser pesquisados. O presente estudo objetivou compreender as percepções e as ações docentes frente ao uso das Tecnologias da Informação e Comunicação (TIC) nas práticas pedagógicas, utilizando como campo de pesquisa, um grupo de professores atuantes na Educação Básica. A pesquisa desenvolveu-se por meio da abordagem qualitativa, de caráter exploratório. Quanto aos procedimentos, o presente estudo utilizou-se da pesquisa documental, bibliográfica e por levantamento de dados. Foram selecionados como instrumentos de coleta de dados: questionário eletrônico, projetos (objetos de aprendizagem) e entrevistas semiestruturadas. Os dados obtidos foram analisados segundo a técnica de análise de conteúdo (BARDIN, 2011). Para se chegar ao objetivo da pesquisa, tomou-se para observação e análise, ações desenvolvidas pelo Estado para a capacitação de professores para o uso das TIC e as percepções e práticas decorrentes da participação nestes programas que estavam vinculados à Secretaria de Estado da Educação (SEED) e ao Ministério da Educação (MEC). Os sujeitos pesquisados foram as assessoras da Coordenadoria Regional de Tecnologia Educacional (CRTE), do Núcleo Regional de Educação da cidade de Dois Vizinhos (PR) e professores da Educação Básica de escolas públicas, participantes das oficinas de formação realizadas pela CRTE, vinculados ao mesmo NRE. Os resultados indicam que, os professores percebem as TIC como um elemento irreversível no ambiente escolar, conscientes da necessidade de formação para a utilização destas tecnologias, mas com programas de qualificação ainda distantes das necessidades prementes ao cotidiano escolar.

Made available in DSpace on 2016-01-26T18:49:46Z (GMT). No. of bitstreams: 1 VANESSA MALACRIDA_10_09_2012.pdf: 1828346 bytes, checksum: be9731593f01dc4859645c62e242936e (MD5) Previous issue date: 2012-08-27 / This research entitled "Being a teacher in the twenty-first century context: teachers social representations" is linked in the search line 2 - Pedagogical Practical Training and Professional Teaching, the masters program in education UNOESTE of Presidente Prudente, SP. Aimed to identify the social representations of teachers about what is to be a teacher in the context of the twenty-first century and identify the main difficulties, challenges and concerns of these professionals. The research followed the qualitative approach and specific features of the case study suggested by Robert Yin. Due to the impact caused by the social changes and new information technologies to students performance today is very different from that for which the school was initially thought. The school structure inherited from modernity does not fit in our postmodern reality. The subjects of this study were 12 effective teachers Childhood Education and Elementary 1st to the 5th year in the municipal area of a small city of Presidente Prudente. The data collected for analysis were based and relied on content analysis proposed by Bardin. The survey results point to need for implementation of curricula for initial and continuing training including practical sessions and discussions related to current challenges, since the reality shock has awakened the feeling of unpreparedness in the face of new challenges. Training programs for teachers, teaching activities and the educational system must fit the context of the new social order. The attempts for a reform have failed increasing the sense of crisis among teachers and contributing to the "teacher malaise." It is an urgent need for investment in teacher professionalism and development and increased social support for teachers to combat this social ill, which is the teacher malaise and improve the quality of education. / Esta pesquisa intitulada Ser professor no contexto do século XXI: representações sociais de professores está vinculada a linha de pesquisa 2 - Formação e Prática Pedagógica do Profissional Docente, do programa de mestrado em educação da UNOESTE de Presidente Prudente-SP. Teve como objetivo identificar as representações sociais de professores sobre o que é ser professor no contexto do século XXI e identificar as principais dificuldades, desafios e inquietações desses profissionais. A investigação obedeceu à abordagem qualitativa e às características específicas do estudo de caso sugeridas por Robert Yin. Devido ao impacto causado pelas transformações sociais e pelas novas tecnologias da informação a clientela escolar atual é bem distinta daquela para qual a escola foi pensada inicialmente. A estrutura escolar herdada da modernidade, não se encaixa na nossa realidade pós-moderna. Os sujeitos dessa pesquisa foram 12 professores efetivos de Ensino Infantil e Fundamental do 1° ao 5°ano da rede municipal de uma pequena cidade da região de Presidente Prudente. Os dados coletados para análise se fundamentaram e se apoiaram na análise de conteúdo proposta por Bardin. Os resultados da pesquisa apontam para necessidade de implementação dos currículos de formação inicial e continuada incluindo discussões e aulas práticas relacionadas aos desafios atuais, uma vez que, o choque com a realidade tem despertado o sentimento de despreparo frente aos novos desafios. Os programas de formação de professores, a ação docente e o sistema educacional precisam adequar-se ao contexto da nova ordem social. As tentativas de reforma têm fracassado aumentando o sentimento de crise entre os professores e contribuindo para o mal-estar docente . Faz-se urgente a necessidade de investimento na profissionalização e valorização docente e aumento do apoio social aos professores para se combater essa doença social, que é o mal-estar docente e melhorar a qualidade da educação.

Made available in DSpace on 2016-07-18T17:54:17Z (GMT). No. of bitstreams: 1 VANESSA MALACRIDA_10_09_2012.pdf: 1828346 bytes, checksum: be9731593f01dc4859645c62e242936e (MD5) Previous issue date: 2012-08-27 / This research entitled "Being a teacher in the twenty-first century context: teachers social representations" is linked in the search line 2 - Pedagogical Practical Training and Professional Teaching, the masters program in education UNOESTE of Presidente Prudente, SP. Aimed to identify the social representations of teachers about what is to be a teacher in the context of the twenty-first century and identify the main difficulties, challenges and concerns of these professionals. The research followed the qualitative approach and specific features of the case study suggested by Robert Yin. Due to the impact caused by the social changes and new information technologies to students performance today is very different from that for which the school was initially thought. The school structure inherited from modernity does not fit in our postmodern reality. The subjects of this study were 12 effective teachers Childhood Education and Elementary 1st to the 5th year in the municipal area of a small city of Presidente Prudente. The data collected for analysis were based and relied on content analysis proposed by Bardin. The survey results point to need for implementation of curricula for initial and continuing training including practical sessions and discussions related to current challenges, since the reality shock has awakened the feeling of unpreparedness in the face of new challenges. Training programs for teachers, teaching activities and the educational system must fit the context of the new social order. The attempts for a reform have failed increasing the sense of crisis among teachers and contributing to the "teacher malaise." It is an urgent need for investment in teacher professionalism and development and increased social support for teachers to combat this social ill, which is the teacher malaise and improve the quality of education. / Esta pesquisa intitulada Ser professor no contexto do século XXI: representações sociais de professores está vinculada a linha de pesquisa 2 - Formação e Prática Pedagógica do Profissional Docente, do programa de mestrado em educação da UNOESTE de Presidente Prudente-SP. Teve como objetivo identificar as representações sociais de professores sobre o que é ser professor no contexto do século XXI e identificar as principais dificuldades, desafios e inquietações desses profissionais. A investigação obedeceu à abordagem qualitativa e às características específicas do estudo de caso sugeridas por Robert Yin. Devido ao impacto causado pelas transformações sociais e pelas novas tecnologias da informação a clientela escolar atual é bem distinta daquela para qual a escola foi pensada inicialmente. A estrutura escolar herdada da modernidade, não se encaixa na nossa realidade pós-moderna. Os sujeitos dessa pesquisa foram 12 professores efetivos de Ensino Infantil e Fundamental do 1° ao 5°ano da rede municipal de uma pequena cidade da região de Presidente Prudente. Os dados coletados para análise se fundamentaram e se apoiaram na análise de conteúdo proposta por Bardin. Os resultados da pesquisa apontam para necessidade de implementação dos currículos de formação inicial e continuada incluindo discussões e aulas práticas relacionadas aos desafios atuais, uma vez que, o choque com a realidade tem despertado o sentimento de despreparo frente aos novos desafios. Os programas de formação de professores, a ação docente e o sistema educacional precisam adequar-se ao contexto da nova ordem social. As tentativas de reforma têm fracassado aumentando o sentimento de crise entre os professores e contribuindo para o mal-estar docente . Faz-se urgente a necessidade de investimento na profissionalização e valorização docente e aumento do apoio social aos professores para se combater essa doença social, que é o mal-estar docente e melhorar a qualidade da educação.

Made available in DSpace on 2016-04-27T14:30:40Z (GMT). No. of bitstreams: 1 Jose Luiz Falotico Correa.pdf: 907495 bytes, checksum: 81cb8d9a5621b8b2e7e1daa03d6034cf (MD5) Previous issue date: 2011-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to collect data through a qualitative research, in order to discuss the teacher action at a University Center. This investigation involved bibliographical, documental and field research. The field research was based on questionnaires distributed, an interview with a teacher from the IES (Institute of Higher Education) and interviews with coordinators, using the focus group technique. The scenery for our study and analysis was a University Center in the interior of the State of São Paulo, and we focused on the actions of teachers in graduation courses, concerning their pedagogical stances, objectives, beliefs and formations. Finally, we tried to analyze the limitations found throughout this path and the possibilities that can be identified for the teacher action. By verifying such aspects, we tried to establish the relation of this fact with the teacher action in the classroom. All of this without losing sight of the teacher formation, its proposals, targets and profile. Believing that the teacher formation is done in a continuing process that aggregates personal formation to an initial formation which, added to the continuing education in practice, creates a professional which is in constant qualification in the eagerness of improving as an expert teacher who is aware of his/her social, scientific and political roles, which are of extreme importance to society. Our aims induce us to propose a Teacher Education Program with institutional support, which aims to better prepare teachers for their activity / O presente trabalho propõe, por meio de uma pesquisa qualitativa , levantar dados para se discutir a ação docente em um Centro Universitário. Para essa investigação, realizou-se uma pesquisa bibliográfica, documental e de campo.Na pesquisa de campo, apoiamo-nos em questionários distribuídos, entrevista feita com uma docente da IES e entrevistas com coordenadores, sendo utilizada com estes a técnica do grupo focal. O cenário,para nosso estudo e nossa análise, foi um Centro Universitário do interior do estado de São Paulo e, nele, centramo-nos na atuação dos docentes em cursos de graduação, em suas posturas pedagógicas, seus objetivos, suas crenças e suas formações. Enfim, buscamos analisar as limitações encontradas nesse percurso e as possibilidades que podem ser identificadas para a atuação docente . Verificando esses aspectos, procuramos estabelecer a relação disso com atuação desses docentes em sala de aula. Isso, sem perder de vista a formação do professor, suas propostas, metas e o seu perfil. Acreditando que a formação do docente se faz num processo contínuo que agrega a formação pessoal à formação inicial que somadas à formação continuada , em exercício, nos conduzem a um profissional que estaria em constante construção no afã de aprimorar-se como docente sabedor e consciente de seu papel social, científico e político, de extrema importância para uma sociedade. Nossos objetivos nos levam a propor um Programa de Formação Docente com o apoio institucional que tem como propósito subsidiar um melhor preparo do professor para sua atuação