Submitted by Regina Correa (rehecorrea@gmail.com) on 2016-09-26T13:43:55Z No. of bitstreams: 1 DissSHPBB.pdf: 1068403 bytes, checksum: a4dc62c6e8919b00f184a9839a1648a0 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:24:52Z (GMT) No. of bitstreams: 1 DissSHPBB.pdf: 1068403 bytes, checksum: a4dc62c6e8919b00f184a9839a1648a0 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:24:58Z (GMT) No. of bitstreams: 1 DissSHPBB.pdf: 1068403 bytes, checksum: a4dc62c6e8919b00f184a9839a1648a0 (MD5) / Made available in DSpace on 2016-09-27T19:25:06Z (GMT). No. of bitstreams: 1 DissSHPBB.pdf: 1068403 bytes, checksum: a4dc62c6e8919b00f184a9839a1648a0 (MD5) Previous issue date: 2016-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The purpose of this research consists in understanding how the reflective teacher theory has guided or/and been basis to continuing education practices in a Regional Education Centre of the São Paulo state. This is a qualitative field research with critical-dialectical approach. The total number of participants in the research was twelve teachers' trainers, including the three pedagogical coordinating teachers of mathematics and the three of Portuguese and at least one elementary school teacher coordinator of each urban state school in the city. The study used as instruments to collect data the semi-structured interview, observation, documentary research, and literature review. The information was analysed using content analysis and data triangulation. The results indicated that the theory of reflective teacher is relevant in legal and guiding documents. However, these documents show just the concepts and elements of this theory that are relevant to the government's interests. Furthermore, the reflective teacher theory in the practice of continuing education is different from both the theory by itself and the theory observed in the legal and guiding documents. In the continuing education practice, the focus in practice happens, but the reflection about the practice does not. Teachers' trainers assume the possibility of reflection by the teachers, using a technical rationality that has not been overcome yet and permeates the actions of continuing education. Moreover, technical rationality encounters the needs of government agencies since it focuses on techniques and tools that lead students to answer the external evaluations satisfactorily. It is concluded that when theories are framed by market reasons, they suffer considerable losses and are used in disconnected and fragmented manners. The theory of reflective teacher, which in its formulation it is not a critical theory and emancipatory, becomes even more distorted and loses its characteristic of reflexivity practice under governmental interests, resulting in an even more uncritical education that does not promote autonomy and empowerment. Thus, it is considered that the critical rationality model would be a possibility for teachers' continuing education because of the relationship between theory and practice, historical contextualization, promotion of emancipation, and critical view. / O objetivo desta pesquisa consiste em compreender de que maneira a teoria do professor reflexivo tem guiado e/ou fundamentado as práticas de formação continuada de professores em uma Diretoria Estadual de Ensino do Estado de São Paulo. Trata-se de pesquisa de campo, qualitativa e com enfoque crítico dialético. Participaram da pesquisa 12 formadores de professores, sendo três Professores Coordenadores de Núcleo Pedagógico de matemática, três de português e seis Professores Coordenadores de ensino fundamental. Os instrumentos para a coleta de dados foram a entrevista semiestruturada, a observação, o levantamento documental e bibliográfico. Os dados foram analisados a partir da análise de conteúdo e da triangulação de dados. Os resultados indicam que a teoria do professor reflexivo tem influência nos documentos legais e orientadores. Entretanto, estes documentos evidenciam apenas os conceitos e elementos desta teoria que são relevantes para os interesses governamentais. Já a teoria do professor reflexivo na prática da formação difere tanto da teoria em si quanto da teoria encontrada nos documentos orientadores e legais. Na prática da formação continuada, observa-se que o foco na prática tem acontecido, entretanto, a reflexão sobre ela inexiste. Os formadores de professores assumem a possibilidade de refletir sob a ótica da racionalidade técnica, que ainda não foi superada e perpassa as ações em formação continuada. Esta racionalidade técnica vai ao encontro da necessidade dos órgãos governamentais, por se centrar em técnicas e instrumentos que levam os alunos a responderem de forma satisfatória as avaliações externas. Conclui-se que as teorias pedagógicas enquadradas em questões de mercado sofrem perdas consideráveis no que pretendem e são usadas de forma desconectada e fragmentada. A teoria do Professor Reflexivo, que em sua formulação, já não consiste em uma teoria crítica e emancipatória, torna-se ainda mais distorcida e perde sua característica de reflexividade prática sob os interesses governamentais, implicando em uma educação ainda mais acrítica e que não promove a autonomia e a emancipação por meio da educação. Sendo assim, considera-se que o modelo de racionalidade crítica seria uma possibilidade para a formação continuada de professores, pela relação entre teoria e prática, contextualização histórica, promoção da emancipação e da visão crítica.

The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in-service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso-level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers.

Made available in DSpace on 2014-12-17T14:36:24Z (GMT). No. of bitstreams: 1 NilzaMCQ_TESE.pdf: 2985788 bytes, checksum: 93f4d5b53720cc0b100012e62a13148c (MD5) Previous issue date: 2011-11-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / At this investigation it was analyzed the content and the organization of the social representation on the object teachers education, built by teachers of degree courses from Universidade Federal do Piau?(Ufpi), understanding such representation articulated to the teaching habitus of these educators of teachers, what takes under consideration the position that they hold in the structure of the national field and in the subfield of teachers education. For that, it is searched: a) to emphasize the properties of the place in which the trainers act Ufpi as the office of those field and subfield; b) to understand who are the trainers, that is, to grasp the teaching habitus of the trainers with a view of its origin, social trajectory and the specifics of their position in the analyzed field and the subfield and c) to know what they think about their work object, that is, identify and articulate the content and the organization of the social representation analyzed with their properties of field and subfield agents. The research includes the specific degree courses of the Campus Ministro Petr?nio Portella , from Teresina(PI), and it was applied to 134 professors of degree courses from this Campus. The data collect joined to the participants happened on the second period of 2008 and on the first semester of 2009. The starting point of the study is the corroboration that the reform of Ufpi degree courses, determined by the legislation and stablished at this Institution in 2005, altered a little the previous situation. It is comprehended that Ufpi and its structures of teachers education as a trainer institution, is limited by the national academic field and by the subfield of teachers education. From this last one, it was listed some of its properties, to show that it is about an academic subfield in construction process. It is emphasized division of the subfield, that separates the trainers into two subgroups the ones who dedicate themselves to the specific education on the contents and those ones who are specialized on pedagogical education placed in antagonistic position and competing by the symbolic power of imposing the meaning and the sense of the teachers education in the degree courses. To understand the comprehension of the problem, it is searched for the models that are in the root of the construction of the University and its project of teachers education in the degree courses, to clarify the matrixes in which the social representation searched is stablished. The theoretical referential articulates the contributions of Moscovici, the theory of social representations, and of Bourdieu, with the concepts that compose its praxeology, as habitus, social field, capital, symbolic power and others, as well as their interpreters and continuators, as Domingos Sobrinho. From the literature about the university and teachers education, it was used Dermeval Saviani, Luiz Ant?nio Cunha, Maria Isabel da Cunha and Mirian Jorge Warde, besides others. Plurimethodological procedures were adopted, combining associative techniques adjusted to the access to the social representations, and a classic technique, a questionnaire about teaching habitus. The condition is that the teachers build different social representation of the object teachers education because of the distinct positions that they occupy in the structure of the academic field and the subfield of the teachers education. The reached positions in the field and subfield are due to the differences in the origin and social trajectory of these agents, who, therefore, have different teaching habitus from which they build their social representation about their work object. It is highlighted that the teaching habitus and the social representation of two subfields, identified by the belongings to different dimensions of the teachers education in the degree courses, they have similarities and, also, differences. These ones permit to support that the subjects are holders of distinct teaching habitus that conceive different practices, struggles, tensions and conflicts around the sense of teachers education / Nesta investiga??o, analisamos o conte?do e a organiza??o da representa??o social sobre o objeto forma??o de professores, constru?da pelos professores de licenciatura da Universidade Federal do Piau? (Ufpi), entendendo tal representa??o articulada aos habitus docentes desses formadores de professores, o que remete a considera??es sobre a posi??o que ocupam na estrutura do campo acad?mico nacional e do subcampo da forma??o de professores.Para isso, buscamos: a) evidenciar as propriedades do lugar em que atuam os formadores a Ufpi, como ag?ncia daqueles campo e subcampo; b) compreender quem s?o os formadores, ou seja, apreender os habitus docentes dos mesmos tendo em vista sua origem, trajet?ria social e a especificidade de suas posi??es no campo e subcampo analisados e c) conhecer o que pensam sobre seu objeto de trabalho, isto ?, identificar e articular o conte?do e organiza??o da representa??o social analisada com suas propriedades de agentes do campo e subcampo. A pesquisa cinge-se aos cursos de licenciatura espec?fica do Campus Ministro Petr?nio Portella , de Teresina (PI), e foi aplicada a 134 professores de licenciaturas desse Campus. A coleta de dados junto aos participantes se deu no segundo per?odo de 2008 e no primeiro de 2009. O ponto de partida do estudo ? a constata??o de que a reforma das licenciaturas da Ufpi, determinada pela legisla??o e adotada nessa Institui??o em 2005, pouco alterou a situa??o anterior. Compreendemos a Ufpi - e suas estruturas de forma??o de professores - como institui??o formadora, circunscrita pelo campo acad?mico nacional e pelo subcampo da forma??o de professores. Deste ?ltimo, inventariamos algumas de suas propriedades, para evidenciar que se trata de um subcampo acad?mico em processo de constru??o. Enfatizamos a divis?o desse subcampo, que separa os formadores em dois subgrupos - os que se dedicam ? forma??o espec?fica nos conte?dos e aqueles especializados na forma??o pedag?gica - colocados em posi??o antag?nica e disputando o poder simb?lico de impor o significado e o sentido da forma??o de professores nas licenciaturas. Visando ? compreens?o do problema, buscamos os modelos que est?o na raiz da constru??o da Universidade e de seu projeto de forma??o de professores nas licenciaturas, para esclarecer as matrizes em que se ancora a representa??o social pesquisada. O referencial te?rico articula os aportes de Moscovici, a teoria das representa??es sociais, e de Bourdieu, com os conceitos que comp?em sua praxiologia, como habitus, campo social, capital, poder simb?lico e outros, bem como de seus int?rpretes e continuadores, como Domingos Sobrinho. Da literatura sobre universidade e forma??o de professores, recorremos a Dermeval Saviani, Luiz Ant?nio Cunha, Maria Isabel da Cunha e Mirian Jorge Warde, al?m de outros. Adotamos procedimentos plurimetodol?gicos, combinando t?cnicas associativas, adequadas ao acesso ?s representa??es sociais, e uma t?cnica cl?ssica, um question?rio sobre habitus docentes. O pressuposto ? de que os docentes constroem diferentes representa??es sociais do objeto forma??o de professores por for?a das distintas posi??es que ocupam na estrutura do campo acad?mico e do subcampo da forma??o de professores. As posi??es alcan?adas no campo e subcampo s?o devidas a diferen?as na origem e trajet?ria social desses agentes, que, portanto, t?m diferentes habitus docentes a partir dos quais constroem sua representa??o social sobre seu objeto de trabalho. Evidenciamos que os habitus docentes e a representa??o social de dois subgrupos, identificados pela perten?a a diferentes dimens?es da forma??o de professores nas licenciaturas, t?m semelhan?as e, tamb?m, diferen?as. Estas permitem sustentar que os sujeitos s?o detentores de distintos habitus docentes que engendram pr?ticas diferentes, lutas, tens?es e conflitos em torno do sentido de forma??o de professores