Esta pesquisa de doutorado tem como objetivo principal analisar o papel da pedagogia universitária em projetos inovadores de universidades públicas brasileiras. Analisar a pedagogia universitária em propostas inovadoras no ensino superior não é uma escolha aleatória. Há uma política de expansão da universidade pública, mas há uma política de formação pedagógica dos professores para essa universidade? Determinados autores (SANTOS, 2008; CHAUÍ, 2001, 2003; BUARQUE, 2003) apontam a crise da universidade e a urgência de mudança para que essa instituição não perca sua função e significância social. Dessa maneira, será avaliado em que medida projetos que, a princípio, podem ser classificados como inovadores cooperam para a transformação do ensino superior na direção do que é esperado para o cumprimento de sua função social e de que forma interagem com as discussões no campo da pedagogia universitária, em especial no que se refere à formação pedagógica do professor universitário. Pimenta e Anastasiou (2005) ressaltam a importância da constituição da identidade docente do professor de ensino superior, que também se daria em um processo de formação continuada. As universidades selecionadas foram a USP Leste e a UFPR Litoral. Tal seleção baseou-se no critério dessas universidades afirmarem constituir propostas inovadoras. Como metodologia, em um processo qualitativo de pesquisa, foram avaliados os projetos político pedagógico da instituição ou outros documentos que possibilitavam a compreensão da proposta inovadora e foram feitas entrevistas com coordenadores de curso, professores, presidente de comissão de graduação e diretor institucional. Por meio de análise dos dados coletados, foi possível constatar que ambas as universidades estão inovando e trabalhando a pedagogia universitária. No entanto, o trabalho com a pedagogia universitária e a formação pedagógica é muito mais presente na instituição que tem no ensino sua atividade fundante, do que naquela em que este fica subsumido na atividade de pesquisador do docente. Como resultado, é possível analisar duas realidades diferentes: a instauração de uma cultura da docência capaz de promover a construção da identidade docente de seus professores, e uma cultura mais voltada à pesquisa, desvinculada do eixo ensino. Por fim, a conclusão desse estudo revela que é necessária uma aproximação da teoria/prática no que se refere à inovação proposta e, para isso, a área da pedagogia universitária pode contribuir de maneira fundamental, principalmente no tocante à formação docente para lidar com o aspecto inovador do projeto. / This doctoral research study aims at analyzing the role of university pedagogy in innovating projects in higher education in Brazilian universities. The choice to analyze innovating projects in higher education pedagogy contexts is not at random. There is a university expansion policy in Brazil, but is there a policy for teaching education in the universities? Authors such as Santos (2008), Chauí (2001, 2003) and Buarque (2003) point out to the crisis at university level and the urgent need for change so that universities do not lose their social meaning. Taking these discussions into consideration, the research will evaluate if university projects, which in an initial analysis can be classified as innovating, cooperate to change the university context so that this institution maintains its social meaning. In addition, the research will analyze how these projects interact with the discussion proposed by higher education pedagogy studies. The interaction with higher education pedagogy will be evaluated from the perspective that it is urgent to provide pedagogical qualification to university professors. Pimenta and Anastasiou (2005) emphasize the importance of the development of a teaching identity in universities, which would also happen in a process of continuing education. The universities selected for the study are USP Leste and UFPR Litoral. The selection was based on the criteria that these universities affirm to carry out innovating proposals. The methodology, which was carried out according to a qualitative research approach, evaluated the political pedagogical projects of the institution or other documents that provided the understanding of the innovative proposal. In addition interviews with the course coordinators, professors, president of the undergraduate commission and institutional director were conducted. The analysis of the data demonstrated that both institutions are innovating and working with the higher education pedagogy. Although the work with the higher education pedagogy and teaching education is much more present in the institution that has teaching as a fundamental activity than in the institution where teaching is incorporated in the research activities of its professors. As a result it is possible to analyze two different realities: the establishment of a teaching culture capable of promoting the construction of teachers identity, and a culture of research detached from teaching. Finally, this study reveals that it is necessary an approximation of theory and practice in terms of the proposal of innovation and, to this end, the higher education pedagogy area can contribute in an essential manner, mainly in relation to teacher education so that teachers can cope with the innovating aspect of the project.

This research analyses the knowledge, memory and social representation of teachers of UESB Practice Teaching Degree in Geography relation to the experience of supervised practice in their initial training, highlighting the contribution of this experience for the construction of their professional identities. The methodological option fell on the qualitative approach through case study, with reference to oral history. The fieldwork took place at the Universidade Estadual do Sudoeste da Bahia - UESB campus of Vitoria da Conquista. It integrates the research population eight (08) teachers in the area of Teaching Degree in Geography. Different sources report the results: a) Bibliographical review on theoretical categories relevant to the object of research, b) Documentary sources: archives, publications on supervised training, the National Curriculum Guidelines, Course Plan of the discipline Teaching Practice and Educational Project Course Degree in Geography UESB, among others; the emphasis was Oral Sources - with the realization of (06) interviews with teachers who over their course trajectory have taught the discipline of Teaching Practice. This paper first analyzes the process of institutionalization of the Brazilian schooling in the nineteenth and twentieth centuries, as well as the genesis of higher education in Brazil, with emphasis on the origin of degrees and particularly a degree in Geography. Following it discusses the importance of knowledge, memories and social representation in the teaching profession, contextualizes the research scene from an analysis of the historical context of Vitoria da Conquista city, the creation of the Universidade Estadual do Sudoeste da Bahia - UESB and the trajectory of the Full Bachelor's Degree in Geography of that institution. Finally it analyzes the course of the study subjects in relation to their past experience as students of a training course and currently as teachers who are experiencing the social practices in their exercise of teaching in higher education. It is observed in the testimonies of respondents strongly influence of people's family to motivate them to choose teaching. It stands out a common point among those interviewed emphasized: the difficulties encountered at the beginning of the teaching profession, as a function of intellectual immaturity. The initial training, the experience of stage and everyday experiences developed in the paths as teachers helped to overcome these barriers. In this sense, knowledge of mastership, which combine training and teaching experience, covering not only disciplinary knowledge, but also the know-how, skills and abilities that found the work of teachers in the classroom. practice / Esta pesquisa analisa os saberes, a memória e as representações sociais das professoras de Prática de Ensino do curso de Licenciatura em Geografia da UESB com relação à vivência do estágio supervisionado na sua formação inicial, destacando-se a contribuição dessa experiência para a construção das suas identidades profissionais. A opção metodológica recaiu sobre a abordagem qualitativa por meio do estudo de caso, tendo como referência a história oral. O trabalho de campo ocorreu na Universidade Estadual do Sudoeste da Bahia - UESB, campus de Vitória da Conquista. Integra a população da pesquisa oito (08) docentes da área de Ensino do curso de Licenciatura em Geografia. Diferentes fontes informam os resultados: a) Revisão bibliográfica sobre categorias teóricas pertinentes ao objeto da pesquisa; b) Fontes documentais: arquivos, publicações sobre o Estágio Supervisionado, Diretrizes Curriculares Nacionais, Plano de curso da disciplina Prática de Ensino e o Projeto Pedagógico do Curso de Licenciatura em Geografia da UESB, entre outros; privilegiaram-se as Fontes orais com a realização de (06) entrevistas com docentes que ao longo da trajetória do curso têm ministrado a disciplina Prática de Ensino. Este trabalho inicialmente analisa o processo de institucionalização da escolarização brasileira nos séculos XIX e XX, bem como a gênese do ensino superior no Brasil, com destaque para a origem das licenciaturas e em específico a licenciatura em Geografia. Na seqüência discute a importância dos saberes, das memórias e das representações sociais no exercício da docência, contextualiza o cenário da pesquisa a partir de uma análise do contexto histórico da cidade de Vitória da Conquista, a criação da Universidade Estadual do Sudoeste da Bahia UESB e a trajetória do curso de Licenciatura Plena em Geografia da referida instituição. Por último analisa a trajetória dos sujeitos da pesquisa em relação à sua experiência no passado enquanto discentes de um curso de formação e atualmente enquanto docentes vivenciando as suas respectivas práticas sociais no exercício do magistério no ensino superior. Observa-se nos depoimentos das respondentes forte influência de pessoas do núcleo familiar motivando-as para a escolha do exercício da docência. Destaca-se um ponto comum ressaltado entre as entrevistadas: as dificuldades encontradas no início do exercício da docência, em função da imaturidade intelectual. A formação inicial, a vivência do estágio e as experiências cotidianas desenvolvidas nas trajetórias como professoras contribuíram para a superação destas barreiras. Neste sentido, os saberes do magistério, que associam formação e experiência docente, abrangem não somente os saberes disciplinares, mas também o saber fazer, as competências e as habilidades que fundamentam o trabalho dos professores na sala de aula.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-03-28T18:02:48Z No. of bitstreams: 2 Dissertação - Kenia Cristina Moura de Oliveira Silva - 2016.pdf: 1039104 bytes, checksum: 28193458eebbfe8314b0c32550338083 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-31T10:35:49Z (GMT) No. of bitstreams: 2 Dissertação - Kenia Cristina Moura de Oliveira Silva - 2016.pdf: 1039104 bytes, checksum: 28193458eebbfe8314b0c32550338083 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-31T10:35:49Z (GMT). No. of bitstreams: 2 Dissertação - Kenia Cristina Moura de Oliveira Silva - 2016.pdf: 1039104 bytes, checksum: 28193458eebbfe8314b0c32550338083 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-05-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Supervised Internship in Brazil has historical roots since the creation of the first formation courses for teachers initiated in the country. Initially, the supervised internship was called teaching practice. The CNE / CP 2/2002 resolution establishing the duration and workload of graduation courses, of full graduation and formation of teachers to Elementary School in higher education, established 400 hours of supervised internship to begin in the second half of the graduation courses. However, it was not determinates how these hours should be taken advantage of during the course. In this bias, the research sought to qualitatively analyze the hours that are arranged in the curricular organization of chemistry degree courses in Goiás state. For the analysis, it was used as a methodology the Discursive Textual Analysis (ATD), which develops from the fragmentation of the texts, the categorization and capture of the emergent new. The corpuses of the research were eighteen Pedagogical Course Projects (PPC) of the chemistry degree courses in Goiás state, which are currently active. For the analysis of the results three categories were established: supervised internship conception; theory and practice and teacher identity. In this regard, it was noted that some of the PPC analyzed consider that the internship is a positive field for social action and development of critically, but in its distribution as a discipline and on school organization these assertions are somehow contested. It was noticed in the PPC in general, that the internship is designed as a space conducive to the unity between theory and practice, however, the simple fact of working theory and practice in the same discipline does not mean the union of them two, much less overcomes the existing dichotomy between them. Referring to teaching identity, the PPC were divided into three groups, namely: the bacharelescos, mixed and the specific for teaching, the understanding that the first one do not have in their characteristics texts related to the structuring of a teaching identity, mixed mix some of these features while the specific evidenced characteristics concerning to the structuring of a teacher identity and preparation for practice. It was noted also few proposals that can lead, in fact, the trainee to the praxis that can be done through education by research. Although some texts for the internship contained in PPC refers, indirectly, to the importance of critical thinking and focused on the social action, proposals which actually includes this view are few. It is necessary to rethink the true sense of the internship and the contribution of this to the practice, responsible for an emancipated and social action. / O Estágio Supervisionado no Brasil tem raízes históricas desde a criação dos primeiros cursos de formação de professores instaurados no país. Inicialmente, o estágio supervisionado era chamado de prática de ensino. A resolução CNE/CP 2/2002 que institui a duração e a carga horária dos cursos de licenciatura, de graduação plena e de formação de professores da Educação Básica em nível superior, estabeleceu 400 horas de estágio supervisionado a se iniciar na segunda metade dos cursos de graduação. No entanto, não foi determinado como essas horas deveriam ser aproveitadas no decorrer do curso. Nesse viés, a pesquisa buscou analisar qualitativamente as horas que estão dispostas na organização curricular dos cursos de licenciatura em química do estado de Goiás. Para a análise, foi utilizada como metodologia a Análise Textual Discursiva (ATD), que se desenvolve a partir da fragmentação dos textos, da categorização e da captação do novo emergente. O corpus da pesquisa foram os dezoito Projetos Pedagógicos de Curso (PPC) dos cursos de licenciatura em química do estado de Goiás que estão em atividade. Para a análise dos resultados foram estabelecidas três categorias: concepção de estágio supervisionado; teoria e prática e identidade docente. Nesse sentido, notou-se que alguns dos PPC analisados consideram que o estágio é um campo favorável para a ação social e o desenvolvimento da criticidade, porém em sua distribuição como disciplina e nas ementas essas afirmações são, de certa forma, contestadas. Percebeu-se, nos PPC em geral, que o estágio é concebido como o espaço propício para a união entre a teoria e a prática, entretanto, o simples fato de se trabalhar teoria e prática em uma mesma disciplina não significa a união das duas, muito menos a superação dicotômica existente entre elas. Referente à identidade docente, dividiram-se os PPC em três grupos, a saber: os bacharelescos, os mistos e os específicos para a docência entendendo-se que os primeiros não apresentam em seus textos características relacionadas à estruturação de uma identidade docente, os mistos mesclam algumas dessas características enquanto os específicos evidenciaram características concernentes à estruturação de uma identidade docente e à preparação para a práxis. Notou-se também poucas propostas que podem levar, de fato, o estagiário à práxis que pode ser feito a partir da educação pela pesquisa. Embora alguns textos referentes ao estágio contidos nos PPC remetam, de forma indireta, à importância do pensamento crítico e da ação voltada ao social, as propostas que de fato comtemplam essa visão são poucas. Torna-se necessário repensar sobre o verdadeiro sentido do estágio e a contribuição deste para a práxis, responsável por uma ação emancipatória e social.

Made available in DSpace on 2016-02-25T20:11:57Z (GMT). No. of bitstreams: 1 HagrayzsRGarcia.pdf: 805158 bytes, checksum: 69fa715e786655523cdc5172ab2a1294 (MD5) Previous issue date: 2010-04-08 / This paper is inserted in the field of Brazilian Education History and reflects about the history, memory and identity of school subjects. Its analyses was taken by the memories from the afro-Brazilian descents at Federal University of Mato Grosso do Sul, in a multidisciplinary perspective among History, Sociology and Education, besides using oral sources, the relation between their school background and their professional identity, as Afro- Brazilian university teachers. One of the main targets was to reflect about the cleavages between Afro-descents school memories and professional identity of these teachers, as well as relate them to their political participation along their career, as teachers of the biggest and most ancient university of the State of Mato Grosso do Sul, Brazil. These reflections led to the dimension, as memory, identity and ethnicity, are related to the teaching identity and education / Este trabalho está inserido no campo das abordagens da história da educação brasileira e reflete sobre a história, memória e identidade de sujeitos escolares. Numa perspectiva multidisciplinar entre História, Sociologia e Educação, por meio do uso de fontes orais, analisa, por meio de memórias de docentes afrobrasileiros da Universidade Federal de Mato Grosso do Sul, a relação entre a memória de suas trajetórias escolares e sua identidade profissional, enquanto docentes universitários afrobrasileiros. Um dos principais objetivos foi refletir acerca das clivagens de afro-descendência na memória escolar e identidade profissional destes professores, bem como relacioná-las a participação política destes sujeitos, no decorrer de sua trajetória, sobretudo enquanto docentes da maior e mais antiga universidade do estado de Mato Grosso do Sul. As reflexões levaram ao dimensionamento de, em que medida, memória, identidade e etnicidade estão relacionadas na formação e identidade docente.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-03T14:00:57Z No. of bitstreams: 1 ritadecassiabarrosdefreitasaraujo.pdf: 2865828 bytes, checksum: 5628b949b42fead27cd59f835ced0daa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-03T19:44:55Z (GMT) No. of bitstreams: 1 ritadecassiabarrosdefreitasaraujo.pdf: 2865828 bytes, checksum: 5628b949b42fead27cd59f835ced0daa (MD5) / Made available in DSpace on 2018-04-03T19:44:55Z (GMT). No. of bitstreams: 1 ritadecassiabarrosdefreitasaraujo.pdf: 2865828 bytes, checksum: 5628b949b42fead27cd59f835ced0daa (MD5) Previous issue date: 2017-09-26 / PROQUALI (UFJF) / O presente trabalho de pesquisa tem como temática central a formação de alfabetizadores (profissionais responsáveis pelo trabalho com a aprendizagem inicial do sistema de escrita alfabético ortográfico-SEAO). Embora seja notório que, para se garantir a cidadania, não basta ser alfabetizado, aprender e praticar socialmente a leitura e a escrita é uma condição essencial para o acesso pleno à cidadania. Denota-se, desta configuração, a complexidade e importância da formação para alfabetizar, bem como a relevância e justificativa para a realização de pesquisas sobre a temática. O objetivo geral da pesquisa foi compreender como alfabetizadores que apresentam um trabalho considerado bem-sucedido aprenderam a fazer o que fazem tão bem. Para tanto, foi lapidada a seguinte questão: ―De que forma(s) alfabetizadores com atuações reconhecidas como bem-sucedidas aprenderam a alfabetizar de modo efetivo, garantindo que, se não todos, a maioria de seus alunos tivessem êxito no processo de aprendizagem inicial do Sistema de Escrita Alfabético Ortográfico (SEAO)? A Escolha dos colaboradores da pesquisa se deu a partir da indicação de diferentes fontes, tais como profissionais de renome da área, pesquisadores do processo de alfabetização, nomes que emergem na literatura e em eventos de formação e divulgação de pesquisas, entre outras. O trabalho de campo pautou-se nos constructos da ―Entrevista Compreensiva‖ de Kaufmann (2013), a partir de abordagem qualitativa de cunho histórico-cultural. Dialogamos com 18 alfabetizadoras efetivas e cinco pesquisadoras experientes na área da alfabetização e formação docente, norteadas por uma grade de entrevistas flexíveis semiestruturadas. Contamos também, ao longo do processo, com apoios dialógicos bastante significativos. Visitamos dois Programas de Rede que envolvem trabalhos relacionados à formação de professores para alfabetizar. Para análise dos achados, foram construídos, com base nos estudos de Aguiar (2005) e Aguiar e Ozella (2006), cinco núcleos de significação: Disparadores do processo evolutivo de constituição da identidade docente; Processos de formação docente formal (Acadêmica) e desenvolvimento profissional; A atuação docente e a construção de saberes; A despeito das dificuldades, a paixão: motivação para continuar e buscar o desenvolvimento profissional permanente e, por fim, Caminhos possíveis. Para a compreensão e análise dos núcleos em direção à questão proposta, fundamentamo-nos nos constructos teóricos de autores como: C. Dubar, Bondía, Menga Lüdke, C. Marcelo, Clermont Gauthier, Antônio Nóvoa, Maurice Tardif, Paulo Freire, Bernardete Gatti, Magda Soares, Isabel Frade, Luiz Carlos Cagliari, entre outros. Os achados, analisados em profundidade, confirmam a dinamicidade e complexidade do processo de formação do alfabetizador e da aquisição dos saberes para alfabetizar de forma eficiente, bem como sinalizam caminhos, mesmo que modestos, possíveis para que esta venha a ser mais efetiva. Apontam para a formação multifacetada destes profissionais que, motivados por diferentes atividades e relações sociais, alcançam maior autonomia em seu processo de formação, empenhando-se ativamente em seu desenvolvimento profissional permanente. As considerações possibilitam pensar a importância de uma formação inicial sólida, com conhecimentos específicos relativos ao processo inicial de aprendizagem do SEAO escrita. / This research work has the education of literacy teachers (professionals who are responsible for the initial teaching of the Orthographic Alphabet Writing System, or SEAO) as a central theme. Although it is notorious that guaranteeing citizenship is not enough to be literate, learning and socially practicing the ability to read and write is an essential condition for full access to citizenship. The complexity and importance of literacy training, as well as the relevance and justification for carrying out research on this theme, are thus emphasized. The general objective of such research is to understand how literacy teachers, who demonstrate successful work, have learned to do what they do so well. In order to do so, the following question was asked: "In what way (s) did successful literacy teachers learn how to effectively teach literacy, ensuring that, if not all, most of their students succeeded in the initial learning process of the Orthographic Alphabet Writing System (SEAO)? The selection of the research collaborators was based on referral from different sources, such as renowned professionals in the field, researchers of the literacy process, names in the literature and education and research dissemination events, among others. The field work was based on the constructs of Kaufmann's "Comprehensive Interview" (2013), based on a qualitative approach of a historical and cultural nature. We spoke with 18 effective literacy teachers and five experienced researchers in the literacy and teacher education field, guided by a series of flexible semi-structured interviews. We also relied on significant dialogic support throughout the process. We visited two Network Programs that involved work related to literacy teacher education. In order to analyze these findings, five significance cores were created based on the studies by Aguiar (2005) and Aguiar and Ozella (2006) as follows: Triggers of the evolutionary process for the creation of the teaching identity; Processes of formal (academic) teacher education and professional development; Teaching and the construction of knowledge; In spite of the difficulties, passion: motivation to continue and pursue permanent professional development and, finally, Possible paths. In order to understand and analyze the cores towards the proposed question, we based ourselves on the theoretical constructs of authors such as: C. Dubar, j. Larossa, M. Lüdke, C. Marcelo, C. Gauthier, A. Nóvoa, M. Tardif, P. Freire, B. Gatti, M. Soares, I. Frade, L. C. Cagliari, among others. The findings, which were analyzed in depth, confirm the dynamics and complexity of the process of (trans)formation of the literacy teacher and the acquisition of knowledge for efficient literacy, and also indicate possible ways, however modest, to make it more effective. They point to the multifaceted education of these professionals who, motivated by different activities and social relations, earn greater autonomy in their education process by actively engaging in their permanent professional development. These considerations allow us to think about the importance of a solid initial education, with specific knowledge regarding the initial learning process of the written SEAO.

Philosophiae Doctor - PhD / After South Africa became a democratic country in 1994, the South African education ministry devised curriculum changes at a national level that would reflect an equal education structure for all South Africans. Curriculum 2005 was implemented in 1998 with the curriculum changes gazetted in the Department of Education’s Revised National Curriculum Statement for Grades R-9 (RNCS) (Schools). South African teachers had to be retrained to implement these curriculum changes. The legislation for teacher education is documented in the Norms and Standards for Educators (NSE) policy document (DoE,2002). This exploratory phenomenological multiple case study explores teacher identity in connection to how primary school teachers view, perceive and implement the Community, Citizenship and Pastoral (CCP) role at three primary schools in the Western Cape education districts. The three schools chosen can be described as suburban advantaged, suburban disadvantaged and urban disadvantaged. The overall aim of this study is to investigate the connection between teacher identity and the views, perceptions and practices of primary school teachers at three schools in the Western Cape in relation to the practical, foundational and reflexive competences of their CCP role.In this multiple case study, qualitative methods are used. The qualitative methods include participant interviews, focus group discussions, unstructured observations and document analyses. Numerical data collected is presented in a quantitative format. An interpretative approach from an insider and outsider perspective has been selected. Terre Blanche,Durrheim & Kelly’s (2006) steps in interpretative data analysis is adopted as well as Max-Neef’s (1991) transdisciplinary approach.This study is informative for a number of stakeholders: teachers, schools, Education Management Development Centres, the Western Cape Education Department and the National Education Department. I report on how teachers see their teacher identity and how this identity impacts on the way teachers view, perceive and approach their CCP role. Some internal and external factors that influence teacher identity include administrative stress, staff dynamics and the results and feedback from learners. The significance of this study lies in the revelation that all teachers, irrespective of their teaching environment or backgrounds, are in need of support. Based on the findings of this investigation I further propose a programme for teacher support that can be encouraged amongst teachers. These recommendations can influence both teacher performance and teacher longevity in schools. Further recommendations are for the extended school community and the synergy that can exist among the various stakeholders in education.

What happens when teachers are required to implement a mandatory mathematics literacy curriculum whose purposes and pedagogy is distinctly different from that of mathematics curricula of the past? More specifically: How do teachers beliefs and understandings of the curriculum affect the implementation pathway of a mathematics reform intended for ALL? In 2006 the national Department of Education of South Africa introduced a new curriculum into the mathematics landscape, namely Mathematical Literacy. This curriculum, which is markedly dissimilar in pedagogy, politics and purposes from past mathematics curricula, was introduced as a mandatory alternative to mathematics in the senior secondary phase of schooling; not as an integral component of mathematics curricula but as a unique subject of its own. It recognizes that every adult and therefore every child can and should do some form of mathematics. This research focuses on the implementation of this new curriculum in a context were mathematical literacy levels are not only unacceptably low among pupils leaving secondary schooling but also among many teachers charged with delivering mathematics education to the learners in South Africa. The three research questions guiding this study are: 1) What do teachers understand to be the purposes, problems and possibilities contained in the mathematical literacy curriculum? 2) How do teachers proceed to implement the mathematical literacy curriculum in their classrooms? 3) Why do teachers implement this curriculum in the ways they do? In other words, what explains the implementation pathways followed by the mathematical literacy curriculum in real classroom contexts? A review of the literature on curriculum and policy implementation revealed broad encapsulating themes that provide lenses for reform failure. It also provided a perspective that calls for domain specific research. Following on this, the study articulated a broader conceptual framework premised on the perception that a deep understanding of a curriculum is required, for contemporary reforms in mathematical literacy, especially if the goal is to pursue deep change in instructional practices and beliefs. Within this framework, three propositions were generated and then later tested against the emerging data: Proposition one: Teachers may not have a deep understanding of the purposes, problems and possibilities contained in the Mathematical Literacy curriculum. Proposition two: Teachers implement the Mathematical Literacy curriculum in their classroom using beliefs and pedagogies that are already entrenched in their practice. Proposition three: Teachers implement mathematical literacy only because it is a mandatory subject and not because of any strong conviction of the inherent value of this curriculum. A qualitative research design was used which included two in-depth case studies against the backdrop of a snapshot survey of fifty-four mathematical literacy teachers as an embedded unit of analysis. Using evidence from an array of data collection instruments, the study found that the two educators had a superficial understanding of the intentions of the curriculum both in terms of required pedagogy and purpose of the reform. For both educators the teaching of mathematics in context was outside their paradigm of understanding as was their limited grasp of the 'spirit' of this new reform. What was further revealed was that educators teaching mathematical literacy felt and expressed an overwhelming threat to the status of their professional teaching identity. The explorative study concludes with implications for future studies and professional teacher development. It also further expands on why a strong theory of action is mandatory if the challenges of complex curriculum change are to be met. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

The focus of this study is on foundation phase and early childhood teachers’ professional identity formation. This study is about six beginning teachers in their first year of teaching early mathematics, science and technology (MST) in different schools and grade levels. Early childhood settings and primary schools in South Africa have a diverse learner body that increasingly demands of beginning early childhood and foundation phase teachers to continually strive to adapt their teaching and young children’s learning to the different learning environments for effective implementation of the curriculum. A learning identity framework was used to generate and analyse data. The learning identity framework is premised on the assumption that identity and learning are closely linked and that both are influenced by factors internal and external to the individual. Specifically, the study sought to answer the research question of how beginning first year early childhood and foundation phase teachers form, sustain or change their professional teacher identity in the teaching of mathematics, science and technology (MST) in the early years and in different school settings. The study used a phenomenological approach and case study method to explain the professional teacher identity formation process and to illuminate what factors influence this process. The study researched how teacher identities can be narratively constructed on the basis of the lived experiences of the six teachers in different school contexts. Data was generated from different sources for the purpose of triangulation which included visual and written narratives, observations and interviews (open and semi-structured). The analysis and results were based on categories of descriptions of themes. The findings indicate that identity formation is an ongoing process of integration of teachers’ personal and professional histories and initial teacher education and training, alongside issues of school culture and institutional (in-school) support. Those key factors emerge as strong determinants of the kinds and the relative stability or otherwise of professional identities which the six teachers develop in the first year of MST teaching, and thus the kind of reform minded teachers they become. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

The binary distinction of “native speaker” and “non-native speaker” (NS/NNS) remains the primary way in which professionals are categorised in the field of teaching English to speakers of other languages (TESOL). This distinction is problematic because it is used to place greater value on native English speaking teachers (NEST) over non-native English speaking teachers (NNESTs). This distinction is argued to be largely based on linguistic features (Medgyes 1992; Cook 1999). However the aspect of race remains to be adequately discussed (Kubota and Lin 2006).This thesis has its origins in my personal experiences with racism because, as a Canadian- Filipino, my employer and my students did not accept me as a “real” NEST because I am “non-white”. In my initial research, during my MA TESOL, into the professional experiences of racism I coined the acronym “VEM-NEST”: visible ethnic minority, native English speaking teacher. I used this term to describe the particular group of teachers, to which I belong, who do not easily fit into the available categories of NS/NNS, and consequently NEST/NNEST.My thesis reported on the experiences of nine VEM-NESTs and how they performed specific identities during specific events. Their experiences were presented as individual restoried narratives which were developed from the combination of the participants’ written stories and one-to-one interviews. The restoried narratives were analysed using an analytical lens based on Labov and Waletzky’s (1967) structural approach. The findings suggest that VEM-NESTs need to meet a certain amount of “native speaker” norms in order to be given the opportunity to perform their VEM-NEST role identities in specific situations. This has particular implications for how the NS/NNS binary distinction needs a more nuanced understanding as a way of addressing the inequalities embedded in the way TESOL professionals are valued.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-06-03T15:00:13Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tania Cristina Silva Pessoa.pdf: 736598 bytes, checksum: 589ef6defbf716efd48cf9d24cd152c7 (MD5) / Made available in DSpace on 2017-06-03T15:00:13Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tania Cristina Silva Pessoa.pdf: 736598 bytes, checksum: 589ef6defbf716efd48cf9d24cd152c7 (MD5) Previous issue date: 2016-11-30 / This study was attached to a research line titled “The School Education and Pedagogical practice of a Professional Teacher”, a part of the Postgraduate Program in Education from Universidade do Oeste Paulista, which has as theme the difficulties and problems that a teacher faces during its trajectory and professional insertion. The main idea was to identify and to analyze the construction of teacher’s identity through the perception of the beginning teachers at the moment of their career insertion, as well as understanding the conflicts and difficulties at this process. In a specific way, the research aimed to find out which are the dilemmas and the difficulties founded by teachers in the beginning of their career; to identify the formative activities that Public School System and schools provide to them and which one contribute to the construction of their identity; to investigate the moments that occurs the exchange of knowledge between the peers; to analyze the perception that this teachers have about their own formation at the professional context; to show the distance between beginning formation and practice and how this impact when they are inserted at the school environment.The methodology used was qualitative descriptive and interpretative, having as technical procedure a bibliographical research. The searches were done in digital databases such as Capes, SciELO e BDTD. For data collection it was used a questionnaire and a semistructured interview, applied to eight (8) beginner teachers of Rancharia – SP. For the data analysis, four categories were established according to Bardin (2009): The choice of teaching; Teacher’s insertion and the reality shock; Construction of professionalism and teaching identity and Future projections. As a result of the research, it was pointed that teachers who chose teaching career do that because they believe that there is a big professional field in the area; they also realize that the initial training was not enough to overcome with the problems that they deal with the profession, contextualizing such perceptions through "clash of reality”; they look for a recognition for their skills, constructing by this way , their daily identity as workers through action/reflection/action of their own pedagogical practice and continuous formation to keep into their profession. Therefore, we concluded that this study can create discussions and reflections about policies to support beginner teachers and process of teacher’s formation. / Esta pesquisa vinculou-se à linha de pesquisa intitulada "Formação e Prática Pedagógica do Profissional Docente", do Programa de Pós-Graduação em Educação da Universidade do Oeste Paulista, que teve como temática a problematização da trajetória docente e as dificuldades em sua inserção profissional. O objetivo foi identificar e analisar a construção da identidade docente, a partir do olhar do professor iniciante no momento de sua inserção na carreira, bem como compreender os conflitos e dificuldades neste processo. Buscou-se verificar os dilemas e dificuldades encontrados no seu início de carreira; identificar atividades formativas que a Rede Pública de Ensino e a escola oferecem a estes professores e que colaboram para a construção de sua identidade; investigar os momentos em que ocorre a troca de saberes entre os pares; averiguar a percepção que os professores iniciantes têm a respeito de sua própria formação no contexto profissional; explicitar o distanciamento que há entre a formação inicial e a prática docente e a implicação no momento de sua inserção no ambiente escolar. A metodologia teve uma abordagem qualitativa, de caráter descritivo-interpretativo. Como procedimento realizou-se uma pesquisa bibliográfica com buscas nas bases de dados digitais como Capes, SciELO e BDTD, e para a coleta de dados, utilizou-se questionário e entrevista semiestruturada, aplicada a oito docentes iniciantes da Rede Municipal de Rancharia/SP. Para as análises foram construídas quatro categorias segundo Bardin (2009), a saber: A escolha da docência; Inserção docente e o choque da realidade; Construção da profissionalidade e Identidade docente e Projeções futuras na docência. Os resultados da pesquisa indicaram que os professores ingressantes na carreira docente o fazem porque acreditam que há um maior campo de atuação profissional na área; percebem que a formação inicial não foi suficiente para suprir os problemas com os quais se deparam na profissão, contextualizando tais percepções por meio do “choque com a realidade”; desejam ver o resultado dos seus trabalhos reconhecidos por suas competências, construindo, desse modo, a identidade profissional diária, a partir da ação/reflexão/ação da sua própria prática pedagógica e a busca de formação continuada para prosseguir na profissão docente. Concluímos que esse estudo poderá suscitar discussões e reflexões sobre políticas de apoio ao professor iniciante e processos de formação de professores