The purpose of this study was to explore how teacher learning happened informally at the workplace. Another aim was to describe the ways in which informal learning contributes to teacher development. The study also endeavoured to establish if the school supported or hindered informal learning. The method of case study was used to understand how both novice and experienced teachers learn informally in a secondary school. The study examined five teachers’ informal learning experiences in the school by drawing on accounts of the individual teachers’ perceptions and reflections documented in journals, photographs and interviews. The journal entries were used to write narratives which outlined how teachers learnt informally in the workplace. Teachers were asked to take photographs of the places in which they learnt informally. The interviews awarded teachers the opportunity to talk about the photographs they chose to capture. The study found that teachers engage in various forms of informal learning opportunities at school. These opportunities were both planned and unplanned. The research indicated that informal learning is situated. Some of the learning opportunities included being part of a learning community, learning by interacting with colleagues in informal chats and attending meetings. In these instances it was found that teachers learnt with and from others, which is socially. This illustrates collaborative learning in the school. Teachers also engaged in individual learning. It was discovered that the school must provide opportunities for teachers to engage in informal learning. The study considered the various opportunities that existed in the school for teachers to develop and found that such opportunities contributed towards extending teacher knowledge and development. The study found that teachers in the study were willing to take the initiative to seek the learning they thought they required. The study recommends that informal learning be recognised as an authentic form of teacher learning and development in schools. Further, schools must become sites of learning for teachers by creating, encouraging and sustaining learning opportunities. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

This personal history self-study focuses on supporting Foundation Phase teacher learning through professional development in an Independent school context in South Africa. In engaging in this study I am the main research participant who takes the reader through the passages of my early childhood experiences, my schooling, and my training as a student teacher and my practice of being a teacher and a Head of Department at an Independent Muslim School. I investigate how I can use a deeper understanding of my personal history to enhance my understanding of my professional practice and thus to better support Foundation Phase teacher learning through professional development strategies and initiatives in my particular Independent school context. Through this process of deliberate remembering, I uncover many hidden experiences of my early learning, and of becoming a professional, which have impacted on my present practices as teacher and Foundation Phase Head of Department. Key themes that emerge are: a) guidance and inspiration from family; b) evolving from teacher centredness to learner centredness; c) deep-rooted intrinsic motivation; d) teacher mentoring and collaboration; and e) developing greater self esteem and freedom of expression. From these themes I develop questions to spur me on in supporting teacher learning through professional development initiatives in my school context, allowing me to revisit my existing practice. This study illustrates how our lived experiences have helped to shape and continue to reshape our practices as teachers and school managers. The study also shows how we can learn from our personal histories in order to enable us to develop our pedagogical and managerial capacities. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The purpose of this study was to examine the effect of an inservice workshop on the attitudes and perceptions of South Korean educator participants toward community based instruction for students with mental retardation. Thirty South Korean educator participants from EMI, TMI, SMI, and SXI focused on classrooms were asked to respond to a questionnaire containing items that demographics, importance of community based instruction, necessity of community based activities for their students' adult lives, required instructional time for community based activities, satisfaction with their current instructional time for community based activities, and potential barriers to community based instruction. For the treatment procedure, an extensive in-service workshop on community based instruction was given to all educator participants. Results indicated that in general, educator participants expressed overall positive attitudes toward community based instruction and showed strong support for the necessity of community based activities in their students' adult lives. Interestingly, all of the 13 community based activities provided in this questionnaire received at least one rating of "never would be needed" in the adult lives for students with mental retardation. In general, these educator participants appeared to be dissatisfied with the current amount of instructional time allocated for community based activities. In addition, these educator participants perceived limited staff, transportation, scheduling, cost, and administrator reluctance factors as the major potential barriers to community based instruction. Further, differential responses between EMI educator participants and TMI, SMI, and SXI educator participants were noted for the questionnaire items related to necessity of community based activities, and satisfaction with the total amount of instructional time in community based activities. EMI educator participants indicated community based activities were more necessary and more satisfied with current amount of, time allocated in community based instruction than TMI, SMI, and SXI educators. Implication concerning the future prospects for community based instruction in South Korea for students with mental retardation were also presented. / Department of Special Education

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:43:34Z No. of bitstreams: 1 SILVA_Maria_Aparecida_2017.pdf: 47945867 bytes, checksum: 7d1b11040cb7c21ff728a13770413da2 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:43:42Z (GMT) No. of bitstreams: 1 SILVA_Maria_Aparecida_2017.pdf: 47945867 bytes, checksum: 7d1b11040cb7c21ff728a13770413da2 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:43:49Z (GMT) No. of bitstreams: 1 SILVA_Maria_Aparecida_2017.pdf: 47945867 bytes, checksum: 7d1b11040cb7c21ff728a13770413da2 (MD5) / Made available in DSpace on 2017-08-11T16:43:57Z (GMT). No. of bitstreams: 1 SILVA_Maria_Aparecida_2017.pdf: 47945867 bytes, checksum: 7d1b11040cb7c21ff728a13770413da2 (MD5) Previous issue date: 2017-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The present work presents a research of the area of education, in a more specific field of Teacher Training. The research uses Fanzine, here configured as an autobiographical narrative (biograficzine) as an investigative (and formative) device, bringing as a theme the professional identities of the teachers of a public school. The problem that guides the development of this work is the following question: how do the teachers of a public school perceive their professional identities from the production of fanzines? The importance of investigating this question comes from the perspective of understanding the process of becoming a teacher, considering the perception that the teachers have about their professional identities. The research aims to investigate how the teachers of a public school perceive their professional identities to understand how they became teachers. To answer this objective the study was structured from a qualitative perspective and used for the production of data the production of fanzines associated with (biographical) biographical narratives, the biograficzine; The analysis of this material was done through the Peirceana semiotics, discussed in the perspective of professional teacher identities. Finally, interviews were also made to complement the final analysis. As a theoretical-methodological foundation, the contributions of Dubar (1995, 2005, 2009) are considered to support the issue of professional identities, admitting that the idea of identity as an "identity form" is configured in social and work relations and that identities professionals build and rebuild throughout existence. For the understanding of becoming a teacher, it became necessary to carry out another movement, together with the teachers. For this, I appropriate the theoretical basis developed by Nóvoa (2007, 2009), in which he advocates teacher training centered in two dimensions: the personal and the professional, in which he suggests five proposals: Practices, Profession, Person, Sharing and Public. The development of the analyzes of the biograficzines had as theoretical support Santaella (1983, 1989, 1995, 2008), admitting the analytical potential of the semiotics to analyze the biograficzines produced. The results obtained with the production of data demonstrate a group of teachers with teaching identities in which, in their acts of belonging, in the identity they attribute to themselves, they seek autonomy, threatened by the devaluation of the profession, but try to break with the acts attributed by institutions. The understanding of becoming a teacher is related to the importance of becoming aware of relationships within the school and communication with the outside world. / O presente trabalho apresenta uma pesquisa da área da educação, de maneira mais específica campo da Formação de Professores. A pesquisa se utiliza do Fanzine, aqui configurado como uma narrativa autobiográfica (biograficzine) como dispositivo investigativo (e formativo), trazendo como temática as identidades profissionais dos docentes de uma escola pública. A problemática que orienta o desenvolvimento deste trabalho parte do seguinte questionamento: como os professores de uma escola pública percebem suas identidades profissionais a partir da produção de fanzines? A importância de investigar essa questão se dá na perspectiva de compreender o processo de tornar-se professor, considerando a percepção que os docentes têm sobre suas identidades profissionais. A pesquisa tem como objetivos investigar como os professores de uma escola pública percebem suas identidades profissionais para compreender como se tornaram professores. Para responder a esse objetivo, o estudo se estruturou a partir da perspectiva qualitativa e utiliza para a produção de dados a produção de fanzines associados às narrativas (auto)biográficas, o biograficzine. A análise desse material foi feita através da semiótica Peirceana, discutidos na perspectiva das identidades profissionais docentes. Por fim, foram também feitas entrevistas para complementar a análise final. Como fundamentação teórico-metodológica consideram-se as contribuições de Dubar (1995, 2005, 2009) para fundamentar a temática das identidades profissionais, admitindo que a ideia de identidade como “forma identitária” se configura nas relações sociais e de trabalho e que as identidades profissionais se constroem e reconstroem ao longo da existência. Para a compreensão do tornar-se docente, tornou-se necessário realizar outro movimento, juntamente com os professores, para isso me aproprio da base teórica desenvolvida por Nóvoa (2007, 2009), no qual ele defende uma formação do professor centrada em duas dimensões: o pessoal e o profissional; no qual ele sugere cinco propostas: Práticas, Profissão, Pessoa, Partilha e Público. O desenvolvimento das análises dos biograficzines teve como sustentação teórica Santaella (1983, 1989, 1995, 2008), admitindo o potencial analítico da semiótica para analisar os biograficzines produzidos. Os resultados atingidos com a produção de dados demonstra um grupo de professores com identidades docentes nas quais, em seus atos de pertença, na identidade que atribuem a si, buscam autonomia, ameaçada pela desvalorização da profissão, mas que tentam romper com os atos atribuídos pelas instituições julgadoras, regulamentadoras. A compreensão de tornar-se professor está relacionado à importância de se conscientizar das relações dentro da escola e da comunicação com o exterior.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:53:49Z No. of bitstreams: 1 CRUZ_Vanessa_2016.pdf: 38265512 bytes, checksum: 5192d46cdc2758274956bb62816114c9 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:53:57Z (GMT) No. of bitstreams: 1 CRUZ_Vanessa_2016.pdf: 38265512 bytes, checksum: 5192d46cdc2758274956bb62816114c9 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:54:03Z (GMT) No. of bitstreams: 1 CRUZ_Vanessa_2016.pdf: 38265512 bytes, checksum: 5192d46cdc2758274956bb62816114c9 (MD5) / Made available in DSpace on 2017-08-11T16:54:08Z (GMT). No. of bitstreams: 1 CRUZ_Vanessa_2016.pdf: 38265512 bytes, checksum: 5192d46cdc2758274956bb62816114c9 (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research aims to understand the process of professional development of Basic Education teachers, inserted in a research group. This qualitative and interpretative study was carried out with four elementary education teachers who belong to the Group of Studies and Research on Formative and Educational Practices in Mathematics (GEPRAEM), Federal University of São Carlos (UFSCar), Sorocaba campus - SP. Data construction used group documents such as: schedules, meetings meetings, research reports, and teacher productions. To deepen the data, audio recordings of face-to-face meetings and semi-structured interviews were conducted with the four participating Basic Education teachers. The analysis used the data triangulation technique, using the theoretical framework on professional development (CHRISTOPHER DAY, 1999 AND 2005, MARCELO AND VAILLANT (2009 AND 2012), and research professor (ANDRÉ, 2001; DINIZ, 2006). Indicate that the practices experienced by the teachers in the research group, such as elaboration of narratives, research projects, scientific articles and reports of experience, participation in events, reading and discussion of theoretical and methodological references, generate individual and collective learning, such as Collaborative attitudes, reflection and investigation of the practice, academic literacy, participation in events, to understand an object from multiple perspectives, to see itself as a researcher, composing a process of professional development in a teacher training with investigative posture. / Esta pesquisa tem como objetivo compreender o processo de desenvolvimento profissional de professores da Educação Básica, inseridos em um grupo de pesquisa. Este estudo de natureza qualitativa e interpretativa foi realizado com quatro professores de educação básica integrantes do Grupo de Estudos e Pesquisa sobre Práticas Formativas e Educativas em Matemática (GEPRAEM) da Universidade Federal de São Carlos (UFSCar), campus Sorocaba – SP. A construção dos dados utilizou documentos do grupo como: cronogramas, memórias das reuniões presenciais, relatório de pesquisa, e produções dos professores. Para aprofundamento dos dados foram realizadas gravações em áudio das reuniões presenciais e entrevistas semiestruturadas com os quatro professores da Educação Básica participantes. A análise optou pela técnica de triangulação de dados, utilizando o referencial teórico sobre o desenvolvimento profissional (CHRISTOPHER DAY, 1999 E 2005; MARCELO E VAILLANT (2009 E 2012); e professor pesquisador (ANDRÉ, 2001; DINIZ, 2006). Os resultados indicam que as práticas vivenciadas pelos professores no grupo de pesquisas, tais como elaboração de narrativas, projetos de pesquisas, artigos científicos e relatos de experiência; participações em eventos; leitura e discussão de referenciais teórico-metodológicos; geram aprendizados individuais e coletivos, tais como atitudes colaborativas; reflexão e investigação da prática; letramento acadêmico; participação em eventos; compreender um objeto a partir de múltiplos olhares; enxergar-se como pesquisador; compondo um processo de desenvolvimento profissional em uma formação de professores com postura investigativa.

The aim of this research was to better understand teacher's beliefs about visual literacy and to explore how their beliefs influence their teaching practice. In order to investigate this, a case study was conducted that comprised of lesson observations and semi-structured interviews with two secondary school English home language educators. The backdrop to the research was the implementation of the new national curriculum for grade 10. The participants, though well educated and experienced teachers, felt their training had been inadequate in the area of teaching visual literacy and although they acknowledged the importance of visual literacy, it seemed to have a fairly low priority in their actual teaching practice. In particular, very little attention was given to the production of multimodal texts by learners. The reason for this low priority may be related to the requirements of the formal assessment programme as well as limited lesson time in which to cover an extensive curriculum. The research findings would seem to suggest a need for in-service training in this area as well as access to suitable learning support materials and teacher resources.

Submitted by Elise Dessotti (li_dessottii@uol.com.br) on 2017-10-11T14:46:57Z No. of bitstreams: 2 elise.dessotti.dissertação .pdf: 1789174 bytes, checksum: a73f689dbb5c13911209c38a911520c1 (MD5) digitalizar0007.pdf: 417197 bytes, checksum: 039ec72b8b71d7361e9240e89635b62d (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-10-11T16:13:44Z (GMT) No. of bitstreams: 2 elise.dessotti.dissertação .pdf: 1789174 bytes, checksum: a73f689dbb5c13911209c38a911520c1 (MD5) digitalizar0007.pdf: 417197 bytes, checksum: 039ec72b8b71d7361e9240e89635b62d (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-10-11T16:13:58Z (GMT) No. of bitstreams: 2 elise.dessotti.dissertação .pdf: 1789174 bytes, checksum: a73f689dbb5c13911209c38a911520c1 (MD5) digitalizar0007.pdf: 417197 bytes, checksum: 039ec72b8b71d7361e9240e89635b62d (MD5) / Made available in DSpace on 2017-10-11T16:14:08Z (GMT). No. of bitstreams: 2 elise.dessotti.dissertação .pdf: 1789174 bytes, checksum: a73f689dbb5c13911209c38a911520c1 (MD5) digitalizar0007.pdf: 417197 bytes, checksum: 039ec72b8b71d7361e9240e89635b62d (MD5) Previous issue date: 2017-08-10 / Não recebi financiamento / The present work has the objective to describe and understand the professional constitution of graduated students from teaching courses of UFSCar campus Sorocaba. The methodology is qualitative and interpretative, it has used as instruments to build the data a survey with the graduated students and semi-structured interviews with graduated students that became teachers in order to deepen the data. To understand the context of the research it has been done a documental analyses of the Political Pedagogical Project, the curricular matrixes and the general and specific curricular guidelines of each course. The first step of the building data was the application of a survey to all the graduated students of the teaching courses (Full time and nocturnal Biology, Geography, Mathematics, Chemistry and Physics) to create and analyze it has been used as categories three moments from teaching formation: initial formation, career beginning and continuous training (PACHECO; FLORES, 1999). The second step of the data building was the interviews with one graduated student from each course and to analyze were used the theoretical bases about teaching formation which involves initial and continuous training (PACHECO; FLORES, 1999; VAILLANT; MARCELO, 2012) the career beginning and its sustainability (HUBERMAN, 1997; MARCELO; VAILLANT, 2012; GUARNIERI, 2005. LIMA, 2006; HARGREAVES, 1998; FULLAN; HARGREAVES, 2000) and about professional identity (HALL, 2015; DUBAR, 2009) The main results highlighted that the graduated students feel secure about the specific contents and acknowledge that the professional constitution is a complex process, that it may gain contribution if university and school establish associations to diminish the distance from the institutions and between the theoretical-academic contents and practical. In relation to the career beginning and its sustainability the graduated students describe difficulties with the responsibilities and the conditions of the teacher work and the confrontation of the “real shock” (HUBERMAN, 1997); despite the difficulties, they keep themselves in the career because they find themselves in the students´ relationship and they like the profession. The professional identity is build along the lived experiences, but, they must deal with an identity crises (HALL, 2015) because the expectations from the scholar community are not the same as their own. They highlight the initial formation has a huge contribution to the career beginning and the professional constitution, but even bigger is the contribution from the school. / O presente trabalho tem como objetivo descrever e compreender a constituição profissional de egressos dos cursos de licenciatura da UFSCar campus Sorocaba. A metodologia de natureza qualitativa, tipo interpretativa, utilizou como instrumentos para a construção dos dados um questionário inicial com os egressos das licenciaturas e entrevistas semiestruturadas com os egressos inseridos na profissão docente para aprofundamento dos dados. A fim de compreender o contexto da pesquisa, foi realizada uma análise documental dos Projetos Político Pedagógico, das matrizes curriculares e das diretrizes gerais e específicas de cada curso. A primeira etapa de construção de dados foi a aplicação de um questionário para todos os egressos, formados até o primeiro semestre de 2015, dos cursos de licenciatura (Biologia integral e noturno; Geografia, Matemática, Química e Física). Para formulação e análise dos questionários, utilizaram-se como categorias os três momentos da formação docente: a formação inicial, o início de carreira e a formação continuada (PACHECO; FLORES, 1999). A segunda etapa de construção de dados foi a realização de entrevistas com um egresso de cada curso. Na análise, foram utilizadas as bases teóricas sobre formação docente que envolvem a formação inicial e continuada (PACHECO; FLORES, 1999; VAILLANT, MARCELO, 2012), o início de carreira e a sustentabilidade dela (HUBERMAN, 1997; MARCELO; VAILLANT, 2012; GUARNIERI, 2005; LIMA, 2006; HARGREAVES, 1998; FULLAN; HARGREAVES, 2000), e bases teóricas sobre a identidade profissional (HALL, 2015; DUBAR, 2009). Os principais resultados apontam que os egressos se sentem seguros em relação ao conteúdo específico e reconhecem que a constituição profissional é um processo complexo, que pode obter contribuições se a universidade e a escola estabelecerem parcerias, a fim de diminuir a distância entre elas e entre os conteúdos teórico-acadêmicos e práticos. Em relação ao início de carreira e à sustentabilidade, os egressos relatam dificuldades com as responsabilidades, com as condições do trabalho docente e com o enfrentamento do “choque do real” (HUBERMAN, 1997). Apesar das dificuldades, mantêm-se na carreira por encontrarem sentido nas relações com os alunos e por gostarem da profissão. Como a identidade profissional é construída ao longo das experiências vividas, pessoais e profissionais, eles vivenciam uma crise de identidade (HALL, 2015), uma vez que suas expectativas, ao ingressarem na profissão, não correspondem às da comunidade escolar. Os egressos destacam que a formação inicial contribui grandemente para o início de carreira e, consequentemente, para a constituição profissional, mas ressaltam que consideram o papel formativo da escola ainda mais relevante nesse processo.

Submitted by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-12T17:36:00Z No. of bitstreams: 1 ARAUJO_Samara_2017.pdf: 3374820 bytes, checksum: f774541e3f7ffbbda721509f03c6e3ae (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-12T17:37:22Z (GMT) No. of bitstreams: 1 ARAUJO_Samara_2017.pdf: 3374820 bytes, checksum: f774541e3f7ffbbda721509f03c6e3ae (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-12T17:37:33Z (GMT) No. of bitstreams: 1 ARAUJO_Samara_2017.pdf: 3374820 bytes, checksum: f774541e3f7ffbbda721509f03c6e3ae (MD5) / Made available in DSpace on 2017-12-12T17:38:20Z (GMT). No. of bitstreams: 1 ARAUJO_Samara_2017.pdf: 3374820 bytes, checksum: f774541e3f7ffbbda721509f03c6e3ae (MD5) Previous issue date: 2016-11-07 / Não recebi financiamento / This study seeks to understand the perceptions of literacy teachers on the proposal for continuing education developed under the National Pact Literacy Age One (PNAIC) in the municipality of Votorantim / SP. The methodological approach to the research was qualitative in nature, with data collection conducted through semi-structured interviews, questionnaires and document analysis. The data were analyzed according to a critical perspective. The formation of the literacy teacher is a concern at the current situation, demanding this professional skills and expertise to train students with a view to meeting the demands of capital. It is considered that the PNAIC is also developed in this perspective, being a punctual and discontinued program that aims to standardize the actions of literacy at the national level, conceiving them as mere executors of tasks. The teachers participating in this study believe that the training received in PNAIC is feasible by allowing the exploitation of their educational practices and changes in their ways of teaching literacy. However, the effective participation of these professionals in the construction and implementation of continuing education proposal of PNAIC is not displayed, and even being objective described by the program, the practice of reflexivity, assume the role of protagonists in their professional development and change agents in contexts in which they operate, yet it is a challenge. / O presente trabalho procura conhecer as percepções dos professores alfabetizadores sobre a proposta de formação continuada desenvolvida no âmbito do Pacto Nacional de Alfabetização da Idade Certa (PNAIC) no município de Votorantim/SP. A abordagem metodológica para a realização da pesquisa foi de cunho qualitativo, sendo a coleta de dados realizada por meio de entrevistas semiestruturadas, questionários e análise documental. Os dados foram analisados segundo uma perspectiva crítica. A formação do professor alfabetizador é uma preocupação diante do panorama atual, exigindo-se deste profissional habilidades e competências para formar os estudantes numa perspectiva de atendimento às demandas do capital. Considera-se que o PNAIC também é desenvolvido nessa perspectiva, sendo um programa pontual e descontinuado que tem por objetivos padronizar as ações dos alfabetizadores, em âmbito nacional, concebendo-os como meros executores de tarefas. Os professores participantes desta pesquisa creem que a formação recebida no PNAIC é viável por possibilitar a instrumentalização de suas práticas educativas e mudanças em suas maneiras de alfabetizar. Contudo, a participação efetiva desses profissionais na construção e implementação da proposta de formação continuada do PNAIC não é visualizada e, mesmo sendo objetivo descrito pelo Programa, a prática da reflexividade, superar a ideia de meros executores de tarefas e assumirem o papel de protagonistas de seu desenvolvimento profissional e de agentes de mudanças nos contextos em que atuam, ainda, é um desafio.

Submitted by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-13T12:50:39Z No. of bitstreams: 1 CHAVES_Silvania_2017.pdf: 4931205 bytes, checksum: e3650a58f02b3212f9ed5f389290f931 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-13T12:50:53Z (GMT) No. of bitstreams: 1 CHAVES_Silvania_2017.pdf: 4931205 bytes, checksum: e3650a58f02b3212f9ed5f389290f931 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-13T12:51:02Z (GMT) No. of bitstreams: 1 CHAVES_Silvania_2017.pdf: 4931205 bytes, checksum: e3650a58f02b3212f9ed5f389290f931 (MD5) / Made available in DSpace on 2017-12-13T12:51:11Z (GMT). No. of bitstreams: 1 CHAVES_Silvania_2017.pdf: 4931205 bytes, checksum: e3650a58f02b3212f9ed5f389290f931 (MD5) Previous issue date: 2017-05-24 / Não recebi financiamento / This job had as objective Reflect and reaffirm Education as a political act and democracy. The studies conducted evidence we are living in times of setback regression, marked by loss of rights and by the productions of impotence and suffering: the capitalist Western rationality has produced, in this way, atomized, fragile individuals and the idea that changing reality is impossible. Although this context contributes to the construction of conformed subjectivities, we perceive History as a possibility in which men and women are subjects of change and resistance in midst of forces that act, simultaneously, in a regulatory and emancipatory manner. From the perspective of education as a possibility, as a result of historical time, we share powerful experiences, loaded with how to understand education as a political act, held in the sociology classes of the State School Aggêo Pereira do Amaral, located in Sorocaba, in the interior of the State of São Paulo, considering that they are tools for confronting the dynamics of servitude, prejudice, racism, fascism and machismo, intricate in the daily microrelations. Based on the theoretical dialogues and the narrated experiences, we affirm that pedagogical practices based on solidarity, dialogue and cooperation open doors to the creation of emancipatory sociability’s and constitute seeds for the construction of a world did from humanized and democratic relations. The educational processes and ongoing resistance movements shared in this research fuel the hope that another reality is possible and that social transformation will occur through collective action. In a scenario that has denied politics, we reaffirm it as an extension of life as a power. / Este trabalho teve como objetivo refletir e reafirmar a politicidade da educação em defesa da escola pública e da democracia. Os estudos realizados evidenciam que vivemos tempos de retrocesso, marcados pela perda de direitos e pelas produções de impotência e de sofrimento: a racionalidade ocidental capitalista tem produzido indivíduos atomizados, fragilizados e a ideia de que mudar a realidade é impossível. Apesar deste contexto contribuir para a construção de subjetividades conformadas percebemos a História como possibilidade, na qual homens e mulheres são sujeitos de mudanças e resistências em meio a forças que atuam, concomitantemente, de forma regulatória e emancipatória. Da perspectiva da educação como possibilidade, pois fruto do tempo histórico, compartilhamos experiências potentes, realizadas nas aulas de Sociologia na Escola Estadual Aggêo Pereira do Amaral, localizada em Sorocaba, interior do Estado de São Paulo, considerando que as mesmas constituem ferramentas para o enfrentamento às dinâmicas da servidão, do preconceito, do racismo, do fascismo e do machismo, intrincadas nas micro relações cotidianas. À luz dos diálogos teóricos com as experiências narradas afirmamos que práticas pedagógicas fundamentadas na solidariedade, no diálogo e na cooperação abrem portas para a criação de sociabilidades emancipatórias e constituem sementes para a construção de um mundo tecido a partir de relações humanizadas e democráticas. Os processos educativos e movimentos de resistência em curso, compartilhados nesta pesquisa, alimentam a esperança de que outra realidade é possível e de que a transformação social ocorre por meio da ação coletiva. Em um cenário que tem negado a política, a reafirmamos como ampliação da vida, como potência.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-16T15:26:30Z No. of bitstreams: 1 SANTOS_Odirlei_2014.pdf: 6729337 bytes, checksum: 7a707e8fa165ffe5c661d0eef934cf5a (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-16T15:26:47Z (GMT) No. of bitstreams: 1 SANTOS_Odirlei_2014.pdf: 6729337 bytes, checksum: 7a707e8fa165ffe5c661d0eef934cf5a (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-16T15:26:55Z (GMT) No. of bitstreams: 1 SANTOS_Odirlei_2014.pdf: 6729337 bytes, checksum: 7a707e8fa165ffe5c661d0eef934cf5a (MD5) / Made available in DSpace on 2017-01-16T15:27:04Z (GMT). No. of bitstreams: 1 SANTOS_Odirlei_2014.pdf: 6729337 bytes, checksum: 7a707e8fa165ffe5c661d0eef934cf5a (MD5) Previous issue date: 2014-03-18 / Não recebi financiamento / This study aimed to find the context of a São Paulo public school, regarding to Art, highlighting main proposals developed with students of Elementary School I. Therefore, the following questions have also been delimited: Which senses are elaborated and constructed by the referred teachers about the teaching of Art? How to render as problematic and (re)signify them as from the collective analysis of teaching work? Starting with the research on education proposals, a qualitative study was performed, taking reflection and analysis of scientific texts as methodological procedures, official documents on teaching of Art. Faced with this, the didactic proposal of teachers, taking as an anchor the Cultural-Historical perspective ideas and studies of the “Art-Education” contributions. It was evidenced, as from the questioning activities offered to the students and theoretical contributions, that working with the Visual Arts was resized: the place of art in the weekly plan was reviewed, there was a greater concern on discussing the visual elements that constitute the work, historical contextualization of the art object and the artist himself, the emergence of didactic proposals, with broader creation possibilities by the students and the classroom reconfiguration, as a space to use art. Evidences can be verified on teacher’s reports, in the weekly plan and observations made by the researcher. / Este trabalho teve por objetivo pesquisar o contexto de uma escola pública municipal, do estado de São Paulo, no que se refere à área de Arte, destacando as principais propostas desenvolvidas com os alunos do Ensino Fundamental I. Para tanto, delimitou-se, também, os seguintes questionamentos: Quais sentidos são elaborados e construídos pelas referidas professoras sobre o ensino de Arte? Como problematizá-los e (re)significá-los a partir da análise coletiva do trabalho docente? A partir do levantamento das propostas de ensino, realizou-se um trabalho qualitativo, tomando como procedimentos metodológicos a análise e reflexão de textos científicos, documentos oficiais sobre o ensino da Arte e, por conseguinte, a proposta didática dos professores, tomando como âncora o ideário da perspectiva HistóricoCultural e as contribuições dos estudos da Arte-Educação. Constatou-se, a partir da problematização das atividades oportunizadas aos alunos e das contribuições teóricas, que o trabalho com as Artes Visuais foi redimensionado: o lugar da Arte no plano semanal foi revisto, houve uma maior preocupação em discutir os elementos visuais que constituem a obra, contextualização histórica do objeto artístico e do próprio artista, surgimento de propostas didáticas com possibilidades mais abrangentes de criação por parte dos alunos e reconfiguração da sala de aula como espaço de fruição da arte. Evidências que podem ser constatadas nos relatos das professoras, no plano semanal (semanário) e nas observações realizadas pelo pesquisador.