The opportunity of development of education at Music Schools is analyzed in the Master’s Paper. The main purpose is to achieve the improved education programs. The key questions and answers are presented in this paper: why do the students attend the music school, does the education organized by the music school reflect the requirements, interests of the students and a question of expressiveness. To solve this pedagogical problem, the hypothesis has been presented- the musical education of music school students is more effective if the offered programs and the achievements of the students are combined. Also the requests of the students are important and as a result, different types of learning and teaching methods have been chosen to improve the education process. The research subject- the means to organize the education process at music schools. The aim of the research work- to investigate and evaluate the possibility to develop the education process at music schools. To achieve the goal, the following research tasks have been presented: 1) to investigate the problems while organizing the education of music schools; 2) to clear out the efficiency of the proposed programs while meeting the needs and interests of the students; 3) to examine the position of the parents, teachers and students’ about the possibilities to organize the education of the music schools. The questionnaires and pedagogical observation, used during the research work, enabled to affect the analysis of... [to full text]

Orientador: Yoshie Ussami Ferrari Leite / Banca: António Teodoro / Banca: Josefa Aparecida Gonçalves Grígoli / Este trabalho, de caráter qualitativo, investiga a questão da formação de professores a partir das demandas estabelecidas na atualidade por um novo conceito de sociedade e gestão democráticas, que aponta a necessária reorganização dos sistemas educacionais, na direção de uma maior participação da sociedade, como meio de construção de uma escola de qualidade para todos. A partir desse pressuposto, analisa-se a necessidade de as escolas buscarem o diálogo com a comunidade e as implicações desta tarefa para a organização da escola e para o trabalho dos professores, bem como a contribuição que a análise dos saberes constituídos e utilizados pelos educadores pode trazer para a reflexão em torno da formação de professores. Para realizar a investigação foram feitas observações, análises de documentos e entrevistas com gestores e professores, em uma escola da Rede Municipal de Ensino de Presidente Prudente, localizada em área de exclusão social, empenhada na tarefa de construir o diálogo escola-comunidade. O tratamento dos dados revelou uma escola que se reelabora a cada dia, num processo que constrói e reconstrói saberes, buscando edificar uma nova forma de ser e de se fazer educação coerente com uma sociedade democrática. Evidenciou-se que os educadores, na busca do diálogo com a comunidade, mobilizam diferentes saberes, destacando-se entre eles, aqueles ligados à compreensão das relações entre sociedade e educação, saberes que favorecem a construção de processos coletivos e participativos, e saberes que permitem relacionar diferentes formas de conhecimento. / This dissertation, of a qualitative nature, investigates the process of teachers qualification based on the current settled demands for a new conceit of democratic society and public management that indicates the necessary rearrangement of the educational systems in order to improve community partnership as a way of providing a high quality education for all. Starting with this postulation, we analyze how needful it is for the schools to establish a dialogue with the community as well as the consequences of this task into the school organization and the teachers' work. We also investigate in which way the analysis of the established knowledge used by the teachers can contribute to the debate about their qualification. To perform the investigation, we chose a municipal public elementary school located in a poor neighborhood in Presidente Prudente. There we found a group of professionals willing to improve the dialogue with the community. Their routine work was observed, school documents were analyzed, and interviews were fulfilled. The figures treatment revealed a school that is constantly trying to elaborate itself in a process of developing knowledge, looking for a new way of being and of making education coherent to a democratic society. It became evident that the school staff, trying to dialogue with the community, makes use of different kinds of knowledge, especially those related to the comprehension of how community and education are connected, that is, acquirements that favors the development of collective processes as well as the establishment of relations among the different kinds of knowledge. / Mestre

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2005Bitstream added on 2014-06-13T20:14:28Z : No. of bitstreams: 1 ferreira_rhpc_me_prud.pdf: 614319 bytes, checksum: 9c0abf6fd77bb57fc13b46dab0bb799f (MD5) / Secretaria Estadual de Educação / Este trabalho, de caráter qualitativo, investiga a questão da formação de professores a partir das demandas estabelecidas na atualidade por um novo conceito de sociedade e gestão democráticas, que aponta a necessária reorganização dos sistemas educacionais, na direção de uma maior participação da sociedade, como meio de construção de uma escola de qualidade para todos. A partir desse pressuposto, analisa-se a necessidade de as escolas buscarem o diálogo com a comunidade e as implicações desta tarefa para a organização da escola e para o trabalho dos professores, bem como a contribuição que a análise dos saberes constituídos e utilizados pelos educadores pode trazer para a reflexão em torno da formação de professores. Para realizar a investigação foram feitas observações, análises de documentos e entrevistas com gestores e professores, em uma escola da Rede Municipal de Ensino de Presidente Prudente, localizada em área de exclusão social, empenhada na tarefa de construir o diálogo escola-comunidade. O tratamento dos dados revelou uma escola que se reelabora a cada dia, num processo que constrói e reconstrói saberes, buscando edificar uma nova forma de ser e de se fazer educação coerente com uma sociedade democrática. Evidenciou-se que os educadores, na busca do diálogo com a comunidade, mobilizam diferentes saberes, destacando-se entre eles, aqueles ligados à compreensão das relações entre sociedade e educação, saberes que favorecem a construção de processos coletivos e participativos, e saberes que permitem relacionar diferentes formas de conhecimento. / This dissertation, of a qualitative nature, investigates the process of teachers qualification based on the current settled demands for a new conceit of democratic society and public management that indicates the necessary rearrangement of the educational systems in order to improve community partnership as a way of providing a high quality education for all. Starting with this postulation, we analyze how needful it is for the schools to establish a dialogue with the community as well as the consequences of this task into the school organization and the teachers' work. We also investigate in which way the analysis of the established knowledge used by the teachers can contribute to the debate about their qualification. To perform the investigation, we chose a municipal public elementary school located in a poor neighborhood in Presidente Prudente. There we found a group of professionals willing to improve the dialogue with the community. Their routine work was observed, school documents were analyzed, and interviews were fulfilled. The figures treatment revealed a school that is constantly trying to elaborate itself in a process of developing knowledge, looking for a new way of being and of making education coherent to a democratic society. It became evident that the school staff, trying to dialogue with the community, makes use of different kinds of knowledge, especially those related to the comprehension of how community and education are connected, that is, acquirements that favors the development of collective processes as well as the establishment of relations among the different kinds of knowledge.

Decentralizavus pedagogų kvalifikacijos tobulinimo sistemą kvalifikacijos tobulinimo paslaugos tapo labiau prieinamos regionuose. Šiuo metu veikiančios teisinės normos sudaro sąlygas vertinti ir stebėti kvalifikacijos tobulinimo renginių kokybę, tačiau taip pat labai svarbu analizuoti, kokius pokyčius pastebi kvalifikacijos renginių dalyviai, kaip jiems pavyksta pritaikyti praktikoje įgytas žinias ar gebėjimus, kur ir kokias žinias, gebėjimus norėtų tobulinti bei kokias kompetencijas plėtoti, ar ir kokią įtaką kvalifikacijos tobulinimas daro ugdymo proceso kaitai bei mokyklos veiklos tobulinimui. Todėl labai svarbu išsiaiškinti kvalifikacijos tobulinimo renginių kokybę ir įtaką kasdieniniam mokytojų, mokyklų vadovų darbui. Todėl svarbiausia šio tyrimo problema – išsiaiškinti, kokie įvyko pokyčiai nuo decentralizacijos pradžios iki šiol, kaip decentralizuota pedagogų kvalifikacijos tobulinimo sistema įtakoja kvalifikacijos tobulinimo efektyvumą. Šio darbo objektas – pedagogų kvalifikacijos tobulinimas decentralizacijos sąlygomis. Darbo tikslas yra ištirti, kaip pakito pedagogų kvalifikacijos tobulinimas decentralizacijos sąlygomis. Darbe atskleidžiama pedagogų kvalifikacijos tobulinimo decentralizacijos sąlygomis samprata, aptariami teisiniai dokumentai, reglamentuojantys pedagogų kvalifikacijos tobulinimą, nagrinėjama pedagogų kvalifikacijos tobulinimo organizavimo patirtis Vakarų Europos šalyse. Darbe naudoti šie tyrimo metodai: literatūros analizė, kiekybinis tyrimo... [toliau žr. visą tekstą] / Having decentralized the teachers’ qualification improvement system, the qualification improvement service has become more accessible in regions. It is very important to analyze the changes the participants of the qualification events distinguish, how the new knowledge and skills are applied, where and what they would like to improve, what competences they would like to develop and what influence it has on the education process. Thus, the main problem of the research is to find out what has changed since the beginning of the decentralization and how the decentralized teachers’ qualification improvement system influences the effectiveness of the qualification improvement. The object is teachers’ qualification improvement under decentralized conditions. The aim is to find out how the teachers’ qualification improvement has changed under decentralized conditions. The concept of qualification improvement is analyzed; legal documents regulating the qualification improvement are discussed and experience in Western Europe is analyzed. The following methods were used: the analysis of literature, quantitative research method and questionnaire. The research was carried out using the method of questionnaire among the school managers and teachers of Anyksciai district chosen accidentally. The total number of the respondents is 217 (196 teachers and 21 school managers). To sum up, it can be stated that the respondents are positive about the decentralization – the evaluation of 57% of... [to full text]

Ainda que seja bastante comum ouvirmos falar sobre formação docente, não é tão antiga a preocupação do Estado com a formação de professores no Brasil. Gatti (2010) aponta que somente no início do século XX se estabeleceram os primeiros cursos de Licenciatura, voltados ao ensino secundário, no país. Mesmo assim, apenas em 1996, com a promulgação da nova Lei de Diretrizes e Bases Nacionais, tornou-se obrigatória a formação em nível superior para a atuação de professores na Educação Básica no Brasil. Também é recente o termo Educação Básica e sua atual estruturação (Educação Infantil, Ensino Fundamental e Ensino Médio), estabelecidos na Constituição Federal de 1988, após o processo de redemocratização brasileira. Junto a todas alterações (políticas, históricas, econômicas e culturais), ocorridas principalmente nos últimos vinte anos, consolidaram-se políticas educacionais no Brasil com o intuito de regimentar o que deva ser a formação para os professores. No interior deste contexto, pesquisamos de que modo foram se constituindo representações sobre a formação do professor em documentos de referência curricular no período entre 1995 e 2014. Tivemos como foco o ensino de Língua Portuguesa na etapa final da Educação Básica o Ensino Médio dadas as divergências quanto aos objetivos da formação dos alunos neste ciclo que, assim como a formação docente, é uma etapa recentemente assegurada pela lei como dever do Estado. Selecionamos, então, dois tipos de documentos de referência curricular para compor nosso corpus: i) currículos para a formação inicial e ii) currículos para o ensino de Língua Portuguesa no Ensino Médio. Para realizar a análise destes documentos, valemo-nos de elementos da Análise do Discurso, como a noção de formação discursiva e formação ideológica, a noção de interdiscurso e o conceito de representação; essenciais para que pudéssemos olhar para os documentos de forma a relacionar Linguagem e História, além de que, nos deram margem para fazer a relação entre os documentos produzidos no interior de uma mesma gestão do Estado e identificar as permanências e rupturas constituídas entre as diferentes gestões ao longo dessas duas décadas. Como método de análise, dividimos os documentos a partir das categorias: Autonomia e Competência; e das gestões que comandaram o Estado ao longo deste período: FHC (1995 - 2002), Lula (2003 - 2010) e Dilma (2011 - 2014), sendo comum aos três a filiação política e econômica com o discurso neoliberal. Durante a análise, o objetivo, na categoria Autonomia, foi identificarmos como se constituíam elementos mais subjetivos, ligados à construção da identidade, no processo de formação dos professores. Já na categoria Competência, nos interessou compreender a relação da formação docente com os conteúdos e conhecimentos a ser produzidos pelo (e para) o professor no trabalho com a Língua Portuguesa no Ensino Médio. De modo geral, os resultados obtidos apontam para uma constante dissonância e concorrência na constituição das representações produzidas na formação de professores nos documentos para formação inicial vs. documentos para o ensino de Língua Portuguesa no Ensino Médio. Há também uma relação permanente de tensão na produção dos documentos, em que a tentativa de afirmar a pertinência do atual trabalho de construção dos referenciais curriculares em determinada gestão é feita por meio do confronto e da disputa com os materiais anteriormente produzidos. / Although it is very common to hear about teacher qualification, the States concern with it in Brazil is not that old. Gatti (2010) indicates that only at the beginning of 20th century the first licentiate courses were established in the country and they were aimed at secondary education. Even then, only in 1996, with the promulgation of the new National Educational Bases and Guidelines law, the higher education qualification became mandatory for teachers performance in Brazils basic education. The term Basic Education and its current structure (Preschool, Elementary School and High School) is also recent, they were established in the Federal Constitution of 1988, after the Brazilian re-democratization process. Along with all these modifications (political, historical, economical and cultural) that occurred mainly in the last twenty years, educational policies were consolidated in Brazil in order to regulate what should be teachers qualification. Inside this context, we research how representations about teacher qualification were built in curricular reference documents in the period between 1995 and 2014. Our focus is Portuguese language teaching in the final stage of Basic Education High School due to differences about the purpose of students qualification in this cycle that, as well as teachers qualification, is a stage recently assured by the law as a State duty. We selected two kinds of curricular reference documents to compose our corpus: i) curricula for initial qualification and ii) curricula for Portuguese language teaching in High School. To execute the analysis of these documents, weve harnessed elements from Discourse Analysis, like the idea of discursive formation and ideological formation, the notion of interdiscourse and the concept of representation; all of them essential so that we could look at these documents in order to relate Language and History. Besides that, theyve enabled us to do the relation between documents that were produced within the same State administration and to identify permanencies and disruptions built among different administrations over these two decades. As analysis method, documents are divided into categories: Autonomy and Competency; and administrations that commanded the State over this period: Fernando Henrique Cardoso (1995 2002), Lula (2003 2010) and Dilma (2011 2014), that share economic and political affiliation with neoliberal discourse. During analysis, in the category Autonomy, the objective is to identify how more subjective elements were built, connected to identity construction in the teachers qualification process. In the category Competency, it become interesting to understand the relation of teachers qualification with contents and acquirements to be produced by (and for) the teacher in working with Portuguese Language in High School. Generally, the results point to a constant dissonance and competition in the constitution of the representations produced in teachers qualification in the documents for initial qualification vs. documents for Portuguese Language teaching in High School. There is also a permanent relation of stress in documents production, in which the attempt to assert the relevance of current construction work of curriculum references in certain administration is done through confrontation and disputes with materials previously produced.

Darbe atlikta teorinė sociokultūrinės meninės raiškos tobulinimo galimybės ugdant būsimus mokytojus analizė. Skatinant moksleivių raišką ir sociokultūrinės raiškos plėtrą, svarbu juos išmokyti kurti supančios aplinkos kultūrą, o ne tik ja remtis, būti jos vartotojais. Tai labai svarbi asmenybės nuostata. To siekiama remiantis moksleivių socialine kultūrine raiška. Ši aplinkybė verčia išskirti sociokultūrinę raišką kaip aktualią moksleivių ugdymo ir mokytojo rengimo problemą. Anketinės apklausos metu buvo atliktas tyrimas, kurio tikslas atskleisti sociokultūrinės meninės raiškos tobulinimo galimybes ugdant būsimus mokytojus. Tyrimo objektas: būsimų mokytojų sociokultūrinė meninė raiška. Tyrime dalyvavo 183 Šiaulių universiteto studentų ir 60 Šiaulių miesto meno mokytojų, parinkti atsitiktinės atrankos būdu. Empirinėje dalyje nagrinėjami sociokultūrinės meninės raiškos vaidmuo būsimų mokytojų ir meno mokytojų profesiniam tobulėjimui. Svarbiausios empirinio tyrimo išvados: 1. Studentai, lankę mokykloje būrelius, jiems taip pat yra poreikis lankyti meno kolektyvą ir universitete. Tie studentai, kurie lanko meno kolektyvus, turi reikšmės ir jų aktyvumui visuomeniniuose renginiuose, spektaklių ar koncertų lankymui. 2. Tiek apklaustieji studentai, tiek ir meno mokytojai lanko meno kolektyvus, norėdami patenkinti pomėgius, poreikius, o lankyti pasirinktą kolektyvą nusprendžia dažniausiai patys, tai rodo, jog ši meninės saviraiškos rūšis yra labai svarbi ir aktuali asmeniškai. 3... [toliau žr. visą tekstą] / In this work theoretical analysis of possibilities to improve skills of artistic expression qualifying teachers is presented. Working with students of different age groups showing possible ways of expressing themselves and improving skills of artistic expression is very important. To improve skills of artistic expression is the main goals set for the qualification course. It enables young people to create positive atmosphere and cultural environment in reality, and prevents them from being only consumers. Improvement of artistic skills is assumed to be the major goal when developing any personality. This aim could be achieved by appealing to students' skills of sociocultural expression. Therefore development of sociocultural skills is relevant while preparing teachers for their future job. The questionnaire has been prepared and the research has been done to educe possibilities for improving skills of artistic expression during the teachers' qualification course. Different ways of artistic expression has been observed. 183 students of Siauliai university and 60 teachers currently working in Siauliai schools have answered the questions given and participated in the research. The empirical part of the paper determines how skills of artistic expression effect professional development of a teacher. The most important implications of the research done are: 1. Students, who participated in different extra curriculum activities and clubs at school, tend to join clubs and art groups... [to full text]

Ainda que seja bastante comum ouvirmos falar sobre formação docente, não é tão antiga a preocupação do Estado com a formação de professores no Brasil. Gatti (2010) aponta que somente no início do século XX se estabeleceram os primeiros cursos de Licenciatura, voltados ao ensino secundário, no país. Mesmo assim, apenas em 1996, com a promulgação da nova Lei de Diretrizes e Bases Nacionais, tornou-se obrigatória a formação em nível superior para a atuação de professores na Educação Básica no Brasil. Também é recente o termo Educação Básica e sua atual estruturação (Educação Infantil, Ensino Fundamental e Ensino Médio), estabelecidos na Constituição Federal de 1988, após o processo de redemocratização brasileira. Junto a todas alterações (políticas, históricas, econômicas e culturais), ocorridas principalmente nos últimos vinte anos, consolidaram-se políticas educacionais no Brasil com o intuito de regimentar o que deva ser a formação para os professores. No interior deste contexto, pesquisamos de que modo foram se constituindo representações sobre a formação do professor em documentos de referência curricular no período entre 1995 e 2014. Tivemos como foco o ensino de Língua Portuguesa na etapa final da Educação Básica o Ensino Médio dadas as divergências quanto aos objetivos da formação dos alunos neste ciclo que, assim como a formação docente, é uma etapa recentemente assegurada pela lei como dever do Estado. Selecionamos, então, dois tipos de documentos de referência curricular para compor nosso corpus: i) currículos para a formação inicial e ii) currículos para o ensino de Língua Portuguesa no Ensino Médio. Para realizar a análise destes documentos, valemo-nos de elementos da Análise do Discurso, como a noção de formação discursiva e formação ideológica, a noção de interdiscurso e o conceito de representação; essenciais para que pudéssemos olhar para os documentos de forma a relacionar Linguagem e História, além de que, nos deram margem para fazer a relação entre os documentos produzidos no interior de uma mesma gestão do Estado e identificar as permanências e rupturas constituídas entre as diferentes gestões ao longo dessas duas décadas. Como método de análise, dividimos os documentos a partir das categorias: Autonomia e Competência; e das gestões que comandaram o Estado ao longo deste período: FHC (1995 - 2002), Lula (2003 - 2010) e Dilma (2011 - 2014), sendo comum aos três a filiação política e econômica com o discurso neoliberal. Durante a análise, o objetivo, na categoria Autonomia, foi identificarmos como se constituíam elementos mais subjetivos, ligados à construção da identidade, no processo de formação dos professores. Já na categoria Competência, nos interessou compreender a relação da formação docente com os conteúdos e conhecimentos a ser produzidos pelo (e para) o professor no trabalho com a Língua Portuguesa no Ensino Médio. De modo geral, os resultados obtidos apontam para uma constante dissonância e concorrência na constituição das representações produzidas na formação de professores nos documentos para formação inicial vs. documentos para o ensino de Língua Portuguesa no Ensino Médio. Há também uma relação permanente de tensão na produção dos documentos, em que a tentativa de afirmar a pertinência do atual trabalho de construção dos referenciais curriculares em determinada gestão é feita por meio do confronto e da disputa com os materiais anteriormente produzidos. / Although it is very common to hear about teacher qualification, the States concern with it in Brazil is not that old. Gatti (2010) indicates that only at the beginning of 20th century the first licentiate courses were established in the country and they were aimed at secondary education. Even then, only in 1996, with the promulgation of the new National Educational Bases and Guidelines law, the higher education qualification became mandatory for teachers performance in Brazils basic education. The term Basic Education and its current structure (Preschool, Elementary School and High School) is also recent, they were established in the Federal Constitution of 1988, after the Brazilian re-democratization process. Along with all these modifications (political, historical, economical and cultural) that occurred mainly in the last twenty years, educational policies were consolidated in Brazil in order to regulate what should be teachers qualification. Inside this context, we research how representations about teacher qualification were built in curricular reference documents in the period between 1995 and 2014. Our focus is Portuguese language teaching in the final stage of Basic Education High School due to differences about the purpose of students qualification in this cycle that, as well as teachers qualification, is a stage recently assured by the law as a State duty. We selected two kinds of curricular reference documents to compose our corpus: i) curricula for initial qualification and ii) curricula for Portuguese language teaching in High School. To execute the analysis of these documents, weve harnessed elements from Discourse Analysis, like the idea of discursive formation and ideological formation, the notion of interdiscourse and the concept of representation; all of them essential so that we could look at these documents in order to relate Language and History. Besides that, theyve enabled us to do the relation between documents that were produced within the same State administration and to identify permanencies and disruptions built among different administrations over these two decades. As analysis method, documents are divided into categories: Autonomy and Competency; and administrations that commanded the State over this period: Fernando Henrique Cardoso (1995 2002), Lula (2003 2010) and Dilma (2011 2014), that share economic and political affiliation with neoliberal discourse. During analysis, in the category Autonomy, the objective is to identify how more subjective elements were built, connected to identity construction in the teachers qualification process. In the category Competency, it become interesting to understand the relation of teachers qualification with contents and acquirements to be produced by (and for) the teacher in working with Portuguese Language in High School. Generally, the results point to a constant dissonance and competition in the constitution of the representations produced in teachers qualification in the documents for initial qualification vs. documents for Portuguese Language teaching in High School. There is also a permanent relation of stress in documents production, in which the attempt to assert the relevance of current construction work of curriculum references in certain administration is done through confrontation and disputes with materials previously produced.

This thesis is focused on the form of theoretical and practical preparation of teachers of primary and secondary schools in Bohemia in the second half of the "long" 19th century. Acquainted with contemporary legislation, curriculum of teacher-training institutes, primary and secondary schools and addresses the contemporary teaching methodologies whose knowledge was requirement for completing teacher-training institutes and teachers qualification exams. These sources are also linked with the written legacy and memories of five contemporary teachers. Keywords teachers, teacher-training institutes, teachers qualification exams, primary school, secondary school, methodical manuals

This study explored the link between teachers’ inputs and process and students’ academic achievement in Junior Secondary Certificate (JSC) Mathematics for the period 2006 to 2010.The outcome (teacher effectiveness) was obtained by means of value added measures (students’ aggregate JSC Mathematics scores for 2006 to 2010 by school). One hundred and fifty JSC schools out of a total of 573 constituted the units of analysis for the study. The data regarding teachers were obtained by means of self-administered questionnaires, and JSC Mathematics results from 2006 to 2010 were obtained from the Directorate of National Examinations and Assessment (DNEA). Multi-correlation and regression techniques at alpha =0.001; 0.05 and 0.10 were used to analyse the link between teachers’ inputs and processes, and students’ academic achievement in JSC Mathematics. The null hypotheses formulated for the study were tested at the 0.05 (5%) level of significance. In summary, it appears that the various aspects of teachers’ inputs (teachers’ educational qualifications, teaching experience, subject specialisation etc.), processes (standards-based professional development, standards-based classroom activities, and classroom management beliefs) are related to students’ academic achievement in JSC Mathematics. In particular, a linear combination of the following variables had a significant and positive association with students’ academic achievement in JSC Mathematics: teachers’ major in Mathematics (teachers’ inputs); teachers’ usage of whole class discussion (standards-based classroom activities); perceived knowledge of algebra; teachers’ professional development in interdisciplinary instruction; teachers’ review of students’ homework/assignments; and students talking to other students about how to solve mathematics problems. Teachers’ pedagogical content knowledge (PCK) in general, and some classroom practices were not significantly related to students’ academic achievements. This study, therefore, recommends that teachers’ professional development should focus on the subject matter that the teachers will be teaching, as well as alignment of teachers’ learning opportunities with real work experience using actual curriculum materials and assessment. / Educational Studies / D. Ed. (Didactics)

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-21T12:20:24Z No. of bitstreams: 2 Kelley_Stepanha2017.pdf: 2662952 bytes, checksum: 63b00cf9dbe890c2acf11b18a68d3f09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T12:20:24Z (GMT). No. of bitstreams: 2 Kelley_Stepanha2017.pdf: 2662952 bytes, checksum: 63b00cf9dbe890c2acf11b18a68d3f09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-07-21 / This work is the result of a field research carried out in the Municipal Public Network of Teaching in Cascavel-PR, and aimed to seek theoretical subsidies that help in the reflection about the importance of pedagogical mediation for the learning and development of students with Autism Spectrum Disorder/ASD, as well as to understand the relationship between the teaching appropriation of the concept of Autism and the pedagogical process aiming the development of higher psychological functions. This subject is not considered as the product of a biological causality, but in its totality, as it is, in L. S. Vygotsky's (1896-1934) conception. This perspective allows an educational practice that contributes to the appropriation of culture by people, with or without disabilities, that is, of the systematized knowledge offered in the school. Other authors were invited to the debate, contributing to ratify the possibility of a teaching for all, without restrictions or additions to this or that social group. Through contact with the Municipal Department of Education and the schools of the municipal public network, 43 students with ASD enrolled in the initial years of Elementary School I, were found. For the field research, the teachers of the schools with the highest number of students were interviewed individually, with a total of 31 participants, corresponding to the 16 Teachers of Pedagogical Support (TPS) and the 15 teachers who attend these students in regular classes of teaching. The objective was to investigate how these teachers conceptualize the ASD and to reflect on the pedagogical process involving these students, contributing to deepen questions to be worked on teacher training. The analysis of the researches involving the students' learning process with ASD, developed between 2006-2016, in the Scielo and BDTD databases, is presented, synthesizing and classifying them according to their epistemological roots. Most of them are based on the behaviorist approach (22), three of them from the perspective of historical-cultural theory and one from the Piagetian perspective. We also present a brief synthesis of the conceptions of learning in these psychological currents, reaffirming the educational commitment backed by cultural historical theory. Posteriorly, the concept of ASD is presented and the conceptions of development and learning are taken from the perspective of historical-cultural psychology, which is used to analyze the data collected using Content Analysis (BARDIN, 2011). It was found that about 70% of the main teachers and 33% of the TPS´s teachers present difficulties in understanding the ASD, what hinders them from identifying the limits and the learning possibilities of these students. It is important that the teaching process enables students with and without ASD to appropriate scientific knowledge. To achieve this goal, among other demands, students need to be truly "seen". Otherwise, there is a risk of not meeting their educational needs, generating gaps in the schooling process due to the absence of adequate methodologies for the student to appropriate scientific knowledge for which the school is responsible. / Este trabalho é resultado de uma pesquisa de campo, realizada nas escolas da Rede Pública Municipal de Ensino de Cascavel–PR, e teve como objetivo buscar subsídios teóricos que auxiliem na reflexão acerca da importância da mediação pedagógica para a aprendizagem e o desenvolvimento de alunos com Transtorno do Espectro Autista/TEA, bem como compreender a relação existente entre a apropriação docente do conceito de Autismo e o processo pedagógico objetivando o desenvolvimento das funções psicológicas superiores. Considera-se esse sujeito, não como produto de uma causalidade biológica, mas em sua totalidade, tal como o é, na concepção de L. S. Vygotski (1896-1934). Essa perspectiva corrobora para que a prática educativa se desenvolva de forma que as pessoas, com ou sem deficiência, se apropriem do legado cultural, a saber, do conhecimento sistematizado ofertado na escola. Outros autores contribuíram para ratificar a possibilidade de um ensino para todos, sem restrições ou acréscimos para este ou aquele grupo social. Por meio do contato com a Secretaria Municipal de Educação e as escolas da rede pública municipal, constatou-se 43 alunos com TEA matriculados nos anos iniciais do Ensino Fundamental I. Para a pesquisa de campo, entrevistaram-se individualmente os professores das escolas com maior número de alunos nessas condições, totalizando 31 participantes, que correspondem aos 16 Professores de Apoio Pedagógico (PAP) e aos 15 professores regentes que atendem esses alunos em classe regular de ensino. Objetivou-se investigar como esses professores conceituam o TEA e refletir o processo pedagógico envolvendo esses alunos, contribuindo para aprofundar questões a serem trabalhadas na formação docente. Apresenta-se, inicialmente, a análise das pesquisas envolvendo o processo de escolarização dos alunos com TEA, desenvolvidas entre 2006-2016, nas bases de dados Scielo e BDTD, sintetizando-as e classificando-as conforme suas raízes epistemológicas. Constatou-se que, em sua maioria, fundamentam-se na abordagem behaviorista (22), sendo três na perspectiva da teoria histórico-cultural e uma na perspectiva piagetiana. Apresenta-se, ainda, breve síntese das concepções de aprendizagem nessas correntes psicológicas, reafirmando o compromisso educacional respaldado na teoria Histórico Cultural. Posteriormente apresenta-se o conceito de TEA e retomam-se as concepções de desenvolvimento e aprendizagem, na perspectiva da Psicologia histórico-cultural, referencial para análise dos dados coletados, utilizando a Análise de Conteúdo (BARDIN, 2011). Constatou-se que, cerca de 70% dos professores regentes e 33% dos PAP, apresentam dificuldades em compreender o TEA, o que lhes prejudica identificar os limites e as possibilidades de aprendizagem desses alunos. É importante que o processo de ensino possibilite aos alunos com e sem TEA, a apropriação do conhecimento científico. Para atingir esse objetivo, entre outras demandas, os alunos precisam ser realmente “vistos”. Caso contrário, corre-se o risco de não atender às suas necessidades educacionais especiais, gerando lacunas no processo de escolarização pela ausência de metodologias adequadas para que o aluno se aproprie dos conhecimentos científicos, por cuja aprendizagem a escola é responsável.