Made available in DSpace on 2014-07-29T16:27:47Z (GMT). No. of bitstreams: 1 Dissertacao Silvia Carla Marques Costa.pdf: 5191575 bytes, checksum: 67d353f7aa7bddd818a35ed01fcd89a4 (MD5) Previous issue date: 2011-04-29 / This research examines the notion of "being a teacher" based on experiences of training and professional expectations of a group of students in the Visual Arts Teacher Training Program at the Federal University of Amapá. The investigation has its focus on questions that permeate and afflict the initial training of teachers, specifically related to the construction of a teaching identity. The study assumes that students and teachers should be heard on these issues, considering that ways of seeing, learning and apprehending meanings about reality are crossed by discourses and imagery processes. Thus, the meanings students attribute to the idea of being a teacher" can help understand aspects of how their teaching identities are constructed and represented. Qualitative research, with its descriptive and interpretive characteristics, is the methodological approach chosen for this study. The data was collected through open interviews, focus groups, images and field notes. / Esta investigação examina a noção de ser professor a partir de experiências de formação e expectativas profissionais de um grupo de alunos do Curso de Licenciatura em Artes Visuais da Universidade Federal do Amapá. O foco da pesquisa está direcionado para as inquietações que permeiam e afligem a formação inicial do futuro professor/a, especificamente em relação à construção da identidade docente. O estudo parte do principio de que alunos/professores/as devem ser ouvidos sobre estas questões, considerando que os modos de ver, aprender e apreender significados sobre a realidade são atravessados por processos discursivos e imagéticos. Nesse sentido, os significados que os alunos atribuem à ideia de ser professor/a podem ajudar a compreender aspectos de como são construídas suas identidades docentes e como essas identidades são representadas. A abordagem qualitativa, com seu traço descritivo e interpretativo define a escolha dos procedimentos metodológicos. Os dados foram coletados através de entrevistas individuais abertas, grupos focais, registros imagéticos e anotações de campo.

This research explored the complexity of language teacher identity from a holistic perspective involving two features: the integration of teachers’ personal and professional experiences, and the application of conscious/rational and intuitive/tacit thought processes. The study examined four ESL teachers’ beliefs, perceptions, and interpretations about the influences of their important personal, educational, and professional experiences on the development of their teacher identity. It also investigated the overall impact of an autobiographical reflective process combined with a guided visualization activity on the re-construction of participants’ perceptions of teacher identity. The interdisciplinary theoretical orientation was grounded in theories and concepts from psychology and educational research, e.g., Personal Construct Theory (Kelly, 1955, 1963), the complementary nature of reason and intuition, and the concept of “perspective transformation” (Mezirow, 1978, 2000). The methodology was heuristic research (Moustakas, 1990, 1994) and methods included reflexive autobiographical journaling, guided visualization, and in-depth interviews. The results confirm that teacher identity is deeply embedded in one’s personal biography. Participants’ beliefs, perceptions, and interpretations nurtured in the family environment strongly influenced their school experiences, career choice, instructional practice, teaching philosophy, and teacher identity. The use of the guided visualization technique, integrated with rational reflection, considerably enhanced the depth and breadth of participants’ self-understanding and personal/professional growth, which is an important methodological contribution of the study for teacher development. The results strongly suggest that it is essential to explore teachers’ personal life experiences in order to gain a holistic understanding of the dominant influences on the development of teacher identity. The study presents a model for designing a longitudinal professional development program offered in a series of workshops to raise teachers’ awareness of the implicit influences on teacher identity and instructional practice through the application of both conscious/rational and intuitive/tacit methods to access their beliefs, perceptions, and interpretations of their life experiences.

This research explored the complexity of language teacher identity from a holistic perspective involving two features: the integration of teachers’ personal and professional experiences, and the application of conscious/rational and intuitive/tacit thought processes. The study examined four ESL teachers’ beliefs, perceptions, and interpretations about the influences of their important personal, educational, and professional experiences on the development of their teacher identity. It also investigated the overall impact of an autobiographical reflective process combined with a guided visualization activity on the re-construction of participants’ perceptions of teacher identity. The interdisciplinary theoretical orientation was grounded in theories and concepts from psychology and educational research, e.g., Personal Construct Theory (Kelly, 1955, 1963), the complementary nature of reason and intuition, and the concept of “perspective transformation” (Mezirow, 1978, 2000). The methodology was heuristic research (Moustakas, 1990, 1994) and methods included reflexive autobiographical journaling, guided visualization, and in-depth interviews. The results confirm that teacher identity is deeply embedded in one’s personal biography. Participants’ beliefs, perceptions, and interpretations nurtured in the family environment strongly influenced their school experiences, career choice, instructional practice, teaching philosophy, and teacher identity. The use of the guided visualization technique, integrated with rational reflection, considerably enhanced the depth and breadth of participants’ self-understanding and personal/professional growth, which is an important methodological contribution of the study for teacher development. The results strongly suggest that it is essential to explore teachers’ personal life experiences in order to gain a holistic understanding of the dominant influences on the development of teacher identity. The study presents a model for designing a longitudinal professional development program offered in a series of workshops to raise teachers’ awareness of the implicit influences on teacher identity and instructional practice through the application of both conscious/rational and intuitive/tacit methods to access their beliefs, perceptions, and interpretations of their life experiences.

Esta es una investigación de Filosofía de la Educación. Expone los "núcleos fundamentales" o "ejes de sentido" que constituyen la identidad del educador, que se agrupan en cuatro partes: 1) el profesor como mediador moral en el proceso de enseñanza; 2) el problema antropológico y axiológico del proceso de enseñanza; 3) la cuestión de la profesionalidad del educador; y 4) educador y sociedad (la función social del educador). Analiza los "núcleos fundamentales" de la educación en las "fuentes" del pensamiento educativo, en concreto: Platón, Plutarco, Clemente de Alejandría, San Agustín, Montaigne, Luis Vives, Locke, Rousseau y Giner de los Ríos, y contrasta las conclusiones con las teorías educativas que influyen en nuestro sistema educativo. El propósito fundamental de esta investigación es clarificar los fines de la educación y reconstruir la identidad de la educación, intentando superar las tres perspectivas -psicología, economía o política- que más influencia tienen hoy en día. / This is research on the Philosophy of Education. It shows the "basic keystones" or "core meanings" of the teacher´s identity. The author develops the idea along these four lines: 1) teacher as moral mediator in the teaching process; 2) the problem of the anthropological and axiological of the teaching process; 3) the problem of teacher´s professionalism; 4) teacher and society (teacher´s social concern). This study develops these core meanings in the sources of educational thought, specifically: Plato, Plutarch, Clement of Alexandria, Augustin, Joan Lluis Vives, Montaigne, Locke, Rousseau, Giner de los Ríos, and compare their conclusions with educational views which influence on our education established order. The fundamental purpose of this research is brings to light the education aims and reconstruct teacher´s identity. And it pretends to go beyond the three most frequently held views in pedagogical discourse today: psychology, economy and policy.

This thesis examines the influence of life experiences and personally significant texts on the formation of an individual’s personal and professional identity. Through autoethnographic exploration, the author explores the experiences and texts that have constituted his personal curriculum, shaped the way he views the world around him, and informed the role he hopes to embody as an educator. The author argues that by sharing our stories and analyzing the cultural artifacts we have connected with over a lifetime, we become more cognizant about and better equipped to take responsibility for the people we are in the process of becoming. The sharing and exploration of our lived curricular experiences, he suggests, may cause students to invest more heavily in their education and potentially foster more widely representative and meaningful school cultures. / Graduate / 0727 / 0399 / 0401 / travisrichey@hotmail.com

No description available.

O objeto central desta investigação é a reflexão sobre a identidade de docentes de educação infantil e a análise das possibilidades e dificuldades de sua ressignificação, verificando os seus processos de formação, atuação e reconhecimento do status social. Os objetivos da pesquisa são: compreender o processo identitário e os saberes de docentes da educação infantil e investigar a possibilidade e dificuldade de ressignificação de sua identidade e práxis. Para isso, procurou-se obter uma base histórica mediante o estudo do surgimento do trabalho educativo com crianças (cap. 1) e uma base legal mediante o estudo da legislação pertinente (cap. 2), para, por fim, analisar o processo identitário em termos mais concretos e atuais mediante a pesquisa de campo. Assim, opção metodológica da pesquisa foi de abordagem bibliográfica, que resultou no estudo histórico do primeiro capítulo e no estudo legal do segundo capítulo, e de abordagem qualitativo-descritiva para o terceiro capítulo, baseada na metodologia de pesquisa-participativa, mediante um processo de interação com docentes de educação infantil, tendo como embasamento o paradigma da teoria crítica. A pesquisa de campo analisou uma amostragem do pensamento de docentes que atuam em três escolas de educação infantil, sendo uma de cada rede municipal, confessional e privada da cidade de Porto Alegre. / The central object of this investigation is the reflection about the identity of early childhood education teachers and the analysis of the possibilities and difficulties of their ressignification, verifying their processes of training and education, of work and of recognition of their social status. The goals of the research are to: comprehend the identity formation process and the knowledge experiences of early childhood education teachers and to investigate the possibility and difficulty of ressignifying their identity and practice. To do this a historic base was obtained through the study of the emergence of educational work with children (chap. 1) and a legal base was obtained through the study of the pertinent legislation (chap. 2) so that, finally, the identity formation process could be analyzed in more concrete and current terms through field research. Thus, the methodological option for the research project was a bibliographic approach for the historical and legal study, and a qualitative-descriptive approach for the third chapter, where the participativeresearch methodology was adopted using a process of interaction with early childhood education teachers, based on the critical theory paradigm. The field research analyzed a sampling of the thoughts of teachers who work in three early childhood education schools, one from the municipal network, one from the religious network and one from the private network of the city of Porto Alegre.

This work is linked to the research line Formation, Knowledge and Professional Development of the Post-Graduation Program in Education of the Federal University of Santa Maria and aims to understand how occurs the construction of the identity of the teachers of higher education during its trajectory and professional development having reference on the teachers of the course of Physical Education, from the University of West of Santa Catarina, Campi of São Miguel do Oeste, and how it may influence in the educational activities developed for the formation of future teachers of Physical Education. The methodological options were for the qualitative approach and the study of case, the ethnographic type, that are linked to interest to unravel the path of teacher formation, the concepts and theories implicit in their pedagogical actions. So, we used as instruments of information s production: questionnaire, semistructured interviews, participant observation and documental analysis. The research was conducted at the University of West of Santa Catarina, Campi of São Miguel do Oeste, SC with three teachers of the course of Physical Education. For the analysis we used the technique of triangulation of the information obtained with the different instruments used, from which emerged categories of analysis according to the production of teachers meanings. Through the analysis developed from the viewpoint of the theoretical framework constructed for this research, we found that in the trajectory of formation of the teachers the initial training is more important when they reflect on their formation as teachers, detaching negative representations and wishing overcome. The formation course may influence in different ways the pedagogical actions taken by teachers, depending on the perspective that each builds with respect to their performance and their professional development, which enables us to conclude that the teaching is the confluence of several areas and times of the teachers life world. Believing that the teaching in the higher education needs a formative project and a collective professional development project, we pointed out as possible way to be trailed the guidance through the communicative rationality. This would provide a constitutive trajectory marked by the exchange of experiences, the collective construction of knowledge, of the be teacher and of emancipated subject able to speak and act in the construction of its life world. / Este trabalho se insere na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria e tem como objetivo compreender como ocorre a construção da identidade do professor do ensino superior durante a sua trajetória e desenvolvimento profissional tendo como referência os docentes do curso de Licenciatura em Educação Física da Universidade do Oeste de Santa Catarina, Campus de São Miguel do Oeste, e como isso pode influenciar nas ações pedagógicas desenvolvidas para a formação de futuros professores de Educação Física. As opções metodológicas foram pela abordagem qualitativa e pelo estudo de caso do tipo etnográfico que estão vinculadas ao interesse de desvendar o percurso formativo dos docentes, as concepções e as teorizações implícitas nas suas ações pedagógicas. Para tanto, foram utilizados como instrumentos de produção das informações: questionário, entrevista semi-estruturada, observação participante e análise documental. A pesquisa foi realizada na Universidade do Oeste de Santa Catarina, Campus de São Miguel do Oeste com três docentes do curso de Licenciatura em Educação Física. Como forma de análise utilizamos a técnica da triangulação das informações obtidas com os diferentes instrumentos utilizados, da qual emergiram categorias de análise de acordo com a produção de significados dos professores. Através das análises desenvolvidas sob a ótica do referencial teórico construído para esta investigação constatamos que na trajetória formativa dos professores a formação inicial é que apresenta maior importância quando eles refletem sobre a sua constituição como docentes, destacando-se representações negativas e que desejam superar. O percurso formativo pode influenciar de distintas maneiras as ações pedagógicas desenvolvidas pelos professores, dependendo da perspectiva que cada um deles constrói com relação a sua atuação e ao seu desenvolvimento profissional, o que nos possibilita concluir que a docência se constitui na confluência de inúmeros espaços e tempos do mundo da vida dos professores. Acreditando que a docência no ensino superior necessita de um projeto formativo e de desenvolvimento profissional coletivo, apontamos como possível caminho a ser trilhado a orientação através da racionalidade comunicativa. Isso proporcionaria uma trajetória constitutiva marcada pela troca de experiências, pela construção coletiva dos saberes, do ser docente e de sujeitos emancipados capazes de falar e agir na construção do seu mundo de vida.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-06T10:21:15Z No. of bitstreams: 1 TeseLFM.pdf: 3076927 bytes, checksum: b55fe6974ce7ec9d523a2b26e9a4faa9 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-16T12:25:06Z (GMT) No. of bitstreams: 1 TeseLFM.pdf: 3076927 bytes, checksum: b55fe6974ce7ec9d523a2b26e9a4faa9 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-16T12:25:14Z (GMT) No. of bitstreams: 1 TeseLFM.pdf: 3076927 bytes, checksum: b55fe6974ce7ec9d523a2b26e9a4faa9 (MD5) / Made available in DSpace on 2017-01-16T12:25:23Z (GMT). No. of bitstreams: 1 TeseLFM.pdf: 3076927 bytes, checksum: b55fe6974ce7ec9d523a2b26e9a4faa9 (MD5) Previous issue date: 2016-05-31 / Não recebi financiamento / This text comes from a doctoral research, with a qualitative approach, which included the participation of nine polyvalent and experienced teachers who teach math to the early years, work in São Paulo State Public Education and, over the years of 2012 to 2015, produced autobiographical narratives, written and/or oral, from narrative interviews, considering the experienced formative processes throughout their life stories, with focused eyes mainly for mathematics, facing the implementation of government programs with focus in this discipline in the early years: Mathematics Education for the early years-EMAI and National Pact for Literacy in the Correct Age-PNAIC-Mathematics. Considering that the way of "being" a teacher is related to the established culture and to what they experienced, the aim of this study was to understand how is the teaching constitution process of experienced teachers who teach Mathematics to the early years, facing the government programs that impacted the teaching of Mathematics in the early years in the São Paulo State Public Education in the period between the years of 2012-2015, entitled of EMAI and PNAIC Mathematics, trying to understand the teaching professionally constitution process of collaborators teachers over time and to raise evidences of professional development. In this context, this work tried to answer the investigative question how gives the process of teaching formation of experienced teachers, facing both programs, and find out what impacts were generated in the teaching practice of them, since such programs, substantially interfere in the daily life schools. The theoretical basis that supported the analysis are the narrative and autobiographical researches, mainly in Bolivar, Domingo and Fernandez; Connnelly and Clandinin; Josso; Passeggi, Souza and Vicentini; and the formation training of teachers in: Mizukami et al.; Tardif and Shulman. The analysis of the narratives reveals professional development evidences of teachers from established programs, but indicates that, in the practice of the classroom, with the students, in certain situations, in front of their views already entrenched historically, teachers came into conflict with the theoretical and methodological guidelines proposed, and they take practices that could be considered creative insubordination, when the teacher dares to create and dares in teaching with the desire to promote learning in which students attribute meanings to the knowledge. The analysis reveals that, as pointed out in the field training of teachers researches, the act of teaching is to make choices in full interaction with students, starting with the knowledge of teachers, their conceptions, the ethic and the professional commitment that they have with the exercise of being a teacher. It was also observed that teachers felt discomfort in front of professional precariousness, leaving them with fear about how will be the future of this category and sometimes even a teacher unease. / Este texto decorre de uma pesquisa de doutorado, de abordagem qualitativa, que contou com a participação de nove professoras polivalentes e experientes que ensinam Matemática para os anos iniciais, que atuam na Educação Pública Estadual Paulista, e que, ao longo dos anos de 2012 a 2015, produziram narrativas autobiográficas, escritas e/ou orais, a partir de entrevistas narrativas, considerando os processos formativos vivenciados ao longo de suas histórias de vida, com os olhares voltados, principalmente, para a Matemática, frente à implantação de programas de governo com foco nessa disciplina, nos anos iniciais: Educação Matemática para os Anos Iniciais–EMAI e Pacto Nacional pela Alfabetização na Idade Certa–PNAIC-Matemática. Reconhecendo que o modo de ser e de estar docente relaciona-se com a cultura instituída e experienciada pelos professores, objetivou-se compreender nesta pesquisa, como se dá o processo de constituição da identidade docente de professoras experientes que trabalham com Matemática nos anos iniciais, frente aos programas de governo que impactaram o ensino da Matemática nos anos iniciais na Educação Pública Estadual Paulista no período entre os anos de 2012 a 2015, intitulados EMAI e PNAIC de Matemática, buscando compreender o processo de constituição da identidade docente das professoras colaboradoras ao longo do tempo, levantar indícios de desenvolvimento profissional e dos impactos das políticas públicas educacionais no exercício da docência. Neste movimento, buscou-se responder à questão investigativa, compreendendo como se dá o processo de constituição da identidade docente de professoras experientes, frente aos dois programas, e saber quais impactos foram gerados na prática docente delas, visto que, programas dessa natureza, interferem substancialmente no cotidiano das escolas. Os aportes teóricos que subsidiaram a análise estão embasados nas pesquisas narrativas e autobiográficas, especialmente em: Bolivar, Domingo e Fernandez; Connnelly e Clandinin; Josso; Passeggi, Souza e Vicentini; e no campo da formação de professores em: Mizukami et al.; Tardif; Shulman. A análise das narrativas revela indícios de desenvolvimento profissional das professoras a partir dos programas instituídos, mas sinaliza que, na prática de sala de aula, junto aos alunos, em determinadas situações, frente às suas concepções já fortemente arraigadas historicamente, elas entram em conflito com as orientações teórico-metodológicas propostas, e assumem práticas que poderiam ser consideradas como insubordinação criativa, quando o professor se atreve a criar e ousar na docência com o desejo de promover uma aprendizagem na qual os estudantes atribuem significados ao conhecimento. A análise revela, como apontado nas pesquisas do campo da formação de professores, que ensinar é fazer escolhas em plena interação com os alunos, a começar dos saberes dos professores, das suas concepções, da ética e do compromisso profissional que têm com o exercício da docência. Os estudos também sinalizam o desconforto das professoras frente à precarização profissional sentida no trabalho docente, o que as deixa com receio sobre como será o destino desta categoria no futuro e, algumas vezes, até com um certo mal-estar docente.

Made available in DSpace on 2016-12-08T16:35:05Z (GMT). No. of bitstreams: 1 karina.pdf: 1581356 bytes, checksum: 6e4d02fb89108d90aa6b4131d982a4ab (MD5) Previous issue date: 2013-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this research we have made a discussion about teaching in a distance modality. We have searched how is composed the teacher identity of higher education distance modality bachelor´s degree in the context of the system by Universidade Aberta do Brasil (UAB), more specifically, in the bachelor´s degree course in Spanish Letters offered by Universidade Federal de Santa Catarina (UFSC). When we considered EaD a large field of scientific research, we have adopted as referential theorist the conceptions of teacher identify (Martin Lawn), re-contextualizing (Basil Bernstein) and policies cycle (Stephen Ball). We have intended identify the teaching concept in the policies texts from the UAB system and the Spanish Letters Course EaD (UFSC); analyzing the effective concept among teachers, pedagogical team and the students of the course and the characteristic of teacher identity assign to EaD teacher; as well as to interrelate with the attributions and teacher activities and pedagogical team with their conceptions of teaching. Methodologically the research is guided on a qualitative approach and is based on case study. The instruments of collect data were questionnaire- applied to every person of the research, about 90 people and interview made with a sample of each segment from the research group, about 20 people. The data allow to say that Spanish Letters Course EaD/ UFSC has as ground the groupware work and all the profession functions put into practice, to some degree, influencing in the teaching-learning process. The teaching in course is composed by the professors who are titular of the subject, distance tutor/UFSC and present tutor/pole, in a still hierarchical organization of functions. / Nesta pesquisa realizamos uma discussão acerca da docência na modalidade a distância. Investigamos como está constituída a identidade docente no curso de licenciatura em Letras Espanhol oferecido pela Universidade Federal de Santa Catarina (UFSC) no contexto do sistema Universidade Aberta do Brasil (UAB). Ao considerar a EaD um amplo campo de investigação científica, adotamos como referencial teórico os conceitos de identidade docente (Martin Lawn), recontextualização (Basil Bernstein) e ciclo de políticas (Stephen Ball). Objetivamos identificar o conceito de docência presente nos textos políticos do sistema UAB e do curso Letras Espanhol - EaD/UFSC; analisar o conceito de docência vigente entre professores, equipe pedagógica e estudantes do curso e as características de identidade docente atribuídas ao docente EaD; assim como relacionar as atribuições e as atividades dos professores e equipe pedagógica com seus conceitos de docência. Metodologicamente a pesquisa está pautada numa abordagem qualitativa e é baseada no Estudo de caso. Os instrumentos de coleta de dados foram: questionário - aplicado a todos os sujeitos da pesquisa, no total de 90; e entrevista - realizada com uma amostra de cada segmento dos participantes da pesquisa, no total de 20. Os dados permitem afirmar que o curso de Letras Espanhol EaD/UFSC tem como base o trabalho colaborativo e todas as funções profissionais exercem, em alguma medida, influência no processo de ensino-aprendizagem. A docência no curso está constituída pelos professores da disciplina, tutor a distância/UFSC e tutor presencial/polo, dentro de uma organização ainda hierárquica das funções