Made available in DSpace on 2016-04-27T14:30:40Z (GMT). No. of bitstreams: 1 Maria do Carmo Custodio.pdf: 1700987 bytes, checksum: 8d438671ba4fde82cf931f71a7947be7 (MD5) Previous issue date: 2011-05-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to understand and analyze the implications of educational policies for improving the teaching, post LDB 9394/96, in the process of professionalization of teaching in basic education, especially in kindergarten and early years of elementary school. Considering the professional differences between teachers in initial and final stages of basic education, research is directed toward the analysis of teacher s professional development of kindergarten and early years of elementary school in the municipal schools of Uberaba-MG. Like a conceptual cutout, the study focuses on two axes of discussion and analysis: first, the theoretical debate on the issues related to teaching and professionalization of teaching, and second, the management of public policies aimed at valorization of teaching in the context of the educational reforms arising from the LDB 9394/96, focusing fundamentally training and career. These axes allow us to think the complexity of links and interpenetrations within the process of professionalization of faculty teaching, the tension between public policy of valorization of teaching, when taking the dimensions of training and career as a unit and the implications for the teacher s professional valorization in kindergarten and early years of elementary school. This is a qualitative research with a descriptive and exploratory mold, with the principles of Freire's epistemology dialectic. For the survey, was used as procedures: a bibliographical and documentary research, application of questionnaires and semistructured interviews. For the research of lifting of empiric data were investigated educational managers and teachers working in kindergarten and early years of elementary schools of the municipal school of Uberaba-MG. This study allowed us to realize that policies for valorization of teaching, in those matters which relate to training and career are historically intertwined with the problem of quality of public education. With regard to the teaching profession, we can see a split between those who possess knowledge or not a socially recognized knowledge. In this sense, teaching in kindergarten and early years of primary education is still not recognized as a profession by society and governments in its training and career policies. The discourse of professionalism has been constituted as a contradictory set of values in the articulation of production and reproduction that has served to maintain the devaluation of the teaching profession and to legitimize the control and the reforms sought by the State. Thus, the discourse of the professionalization of the educational policies converges in practices against the professionalization / Esta pesquisa tem como objetivo compreender e analisar as implicações das políticas educacionais de valorização do magistério, pós LDB 9394/96, no processo de profissionalização do magistério na educação básica, especialmente na educação infantil e nos anos iniciais do ensino fundamental. Considerando as diferenciações profissionais existentes entre os professores das etapas iniciais e finais da educação básica, a investigação está direcionada para a análise da valorização profissional do professor da educação infantil e anos iniciais do ensino fundamental na rede municipal de ensino de Uberaba-MG. Como recorte conceitual, o estudo centra-se em dois eixos de discussão e análise: primeiro, a discussão teórica em torno dos aspectos relativos ao trabalho docente e profissionalização do magistério, e segundo, a gestão das políticas públicas direcionadas à valorização do magistério no contexto das reformas educacionais decorrentes da LDB 9394/96, enfocando fundamentalmente a formação e a carreira. Esses eixos permitem pensar a complexidade das relações e interpenetrações existentes no processo de profissionalização do magistério docente, a tensão entre as políticas públicas de valorização do magistério, quando se toma as dimensões da formação e da carreira como unidade e as implicações na valorização profissional do professor da educação infantil e anos iniciais do ensino fundamental. Trata-se de uma investigação de natureza qualitativa, com caráter descritivo-exploratório, tendo como princípios a epistemologia dialética freireana. Para a realização da pesquisa, foi utilizado como procedimentos: a pesquisa bibliográfica, documental e a aplicação de questionários e entrevistas semi-estruturadas. Para a pesquisa de levantamento de dados empíricos foram investigados gestores educacionais e professores que atuam na educação infantil e anos iniciais do ensino fundamental de escolas da rede municipal de ensino de Uberaba-MG. Este estudo possibilitou perceber que as políticas de valorização do magistério, nos aspectos que se referem à formação e a carreira estão, historicamente, entrelaçadas à problemática da qualidade do ensino público. No que diz respeito ao magistério como profissão percebe-se uma fratura entre os que possuem ou não um conhecimento reconhecido socialmente e, nesse sentido, o magistério na educação infantil e anos iniciais do ensino fundamental ainda não é reconhecido como profissão pela sociedade e pelos governos em suas políticas de formação profissional e carreira. O discurso da profissionalização tem se constituído em um jogo contraditório de valores na articulação das esferas da produção e da reprodução que tem servido para a manutenção da desvalorização do magistério e para legitimar o controle e as reformas pretendidas pelo Estado. Assim, o discurso da profissionalização das políticas educacionais se convergem em práticas desprofissionalizantes

In the past two decades the Swedish compulsory school for students aged 7 to 16 has undergone major processes of reform and change. On a structural level these have ushered in a new era with a fundamentally changed assignment for the schools and its teachers. In this thesis, however, it is assumed that the teachers as individual actors and as groups have agency to accomplish change and alter structures. The thesis has been written within a several years’ inter­active research project with teachers from three compulsory schools. Based on data created in the project on how new and changing groups and working groups within teachers’ work lead to an extended assignment, the study focuses teachers’ negotiation of professional identities regarding the entire work situation. Etienne Wenger’s (1998) social theory on identity, entitled “Communities of Practice”, is used to deepen the understanding of the data. In the framework of an interactive research project the overall aim of the thesis is to describe and analyze how teachers negotiate professional identities in compulsory school. The aim is also to describe and analyze teachers’ learning and development of knowledge in the project. The central research question is: How and about what do teachers negotiate professional identities in different communities of practice? By using the interactive research approach the goal has been to develop a democratic dialogue and learning processes together with the participating teachers. One ambition is to enhance the knowledge of teachers as co-researchers within research projects and as teacher-researchers at work in school. The fora of the interactive project were informal talks, dialogues for learning, individual interviews and focus groups. The results of the study show that teachers negotiate professional identities in a flexible expanding multimembership of communities of practice. As brokers of information and knowledge between and within communities of practice at school, and from various identity positions, the teachers negotiate overlapping identities. Memberships in communities for adults only are growing in relation to teachers’ work regarding the entire work situation. The study’s main conclusion is that teachers in the new era negotiate identities within a web of tensions between fragmentation and coherence of the complexity of the work in its entirety through the multimembership in communities of practice. The thesis proposes that an awareness of complexity is fundamental, and that such an understanding can be enhanced by the teachers by developing themselves as brokers and by their reification of boundary objects within a complex multi­membership. Analysis of data shows that teachers in the interactive project have had the opportunity to further develop competences to negotiate identities as teacher-researchers at work in school. Data from the project are moreover analyzed within the context of globalized and diversified structural changes such as decentralization, economic transformations, cultural standardization, the individua­­­­lized knowledge society and the reflective society. A conclusion is that teachers seem to operate within an increasing globalization of the teaching profession and towards identities as globalized teachers. / Lärare i en ny tid: Om kunskapsbildning mellan lärare och forskare

La réflexion sur l’intégration au travail des nouvelles enseignantes touche de plus en plus la communauté des chercheurs en éducation. Avec la valorisation de la pratique réflexive, l’enseignante se voit plus que par le passé autorisé à exercer une grande liberté d’action dans son travail, ainsi qu’une grande autonomie en ce qui à trait à l’exécution de sa tâche. Cette liberté peut être lourde à porter, surtout lorsqu’on entre dans le métier. Aussi, pour soutenir cette liberté et la diriger, la référence aux valeurs demeure fondamentale. Dans le présent mémoire, nous tentons d’en savoir plus sur les valeurs qui animent ces nouvelles venues, et comment celles-ci les aident à vivre leur intégration et à concevoir leur place dans le métier. La cueillette des données effectuée à partir de leurs réflexions, souvent profondes, sur les valeurs personnelles, les valeurs au travail et le rapport au métier, permet une analyse du discours basée sur le ressenti et l’expérience. C’est en puisant dans les thèses de la modernité et de la postmodernité, toutes deux parlantes quant à l’époque actuelle, que nous tentons de mieux cerner et induire les valeurs propres aux enseignantes ayant participé à notre étude phénoménologique de type exploratoire. Grâce à l’analyse de contenu, nous sommes à même de constater que malgré une ligne de partage présente entre certaines valeurs dites modernes et postmodernes, il n’en demeure pas moins qu’une tendance se dessine : nos nouvelles enseignantes désirent être fidèles d’abord et avant tout à elles-mêmes, même si cela implique l’abandon du métier qu’elles envisagent toutes comme une possibilité, sans exception. Cela en dit long sur leurs priorités et leurs valeurs au travail. Il est clair qu’elles travaillent de manière à se sentir authentiques, toujours avec le souci de savoir s’adapter aux nouvelles situations. Cependant, même si certaines d’entre elles trouvent plus ardu de s’adapter à une demande en matière de flexibilité professionnelle à la hausse, il n’en demeure pas moins que la flexibilité au travail est un élément désormais bien intégré à l’habitus professionnel des enseignantes pratiquant depuis dix ans et moins. Si postmodernes que ça nos nouvelles enseignantes? Oui. / The integration of new teachers in their working environment is more and more the focus of interest in the education research community. With the upcoming of reflexive practice methods, there is a large space for autonomy in nowadays teaching environments, which can be heavy to handle especially at the beginning of professional practice. Facing this freedom implies a reference to certain values in order to handle well educational tasks. This master focuses on those values which are inspiring young teachers and help them deal with the beginning of their profession. Furthermore this work provides an analysis, based on deep reflections of new teachers, which gives an intuitive sense of their values and relations concerning their workplace. The interpretation of our data is done through the perspectives of modernity and postmodernity, which presently seem to have an important impact on young educators professional values. The analysis of the survey underlying this work shows, in spite of the presence of common modern and postmodern values, a significant interesting tendency. The interrogated teachers seem to be foremost true to themselves, even if it leads to the abandonment of their profession, a fact which seems to be a reflection of the balance between their professional priorities and their personal values. It is obvious that these young teaching professionals aspire to work in the most possible authentic way. Even if some of them deal with difficulties in facing work flexibility and adaptation, the analysis confirms that these values are well integrated in their professional habitus.

Cette thèse porte sur le processus de décision, exécution, régulation et évaluation des projets d'école réalisés par des enseignants des écoles en France. Cette recherche, géographiquement située dans le département du Val d'Oise, a été menée sous les principes de la recherche ethnographique. Toutes les informations recueillies ont été analysées selon les préceptes de la méthode de la Théorie enracinée. Cela a permis de décrire la portée des travaux des enseignants lors de l'exécution de cette tâche imposée par le ministère de l'Education nationale depuis 1989. Ainsi l’usage que les enseignants font de ce dispositif révèle de nombreux paradoxes. Alors que pour beaucoup d’enseignants, il n’est rien de plus qu'un exercice bureaucratique, le projet est également une opportunité pour innover sur le plan pédagogique et d’installer de nouvelles formes d'interaction sociale au sein de la communauté éducative. La principale difficulté réside dans le fait que le processus projet d'école met en lumière un certain nombre de questions transversales pours lesquelles les enseignants ne se considèrent guère compétents. Cela motive, dans de nombreux cas, une série d'initiatives, une sorte d’activisme, que par la suite les enseignants ne parvenaient plus à évaluer. Le sentiment d’expérimenter en aveugle et de ne pas alimenter les processus de changement laisse chez les enseignants une forte frustration professionnelle et une grande démotivation à l’heure d’envisager des nouvelles actions. Le projet d’école met en évidence la nécessité des enseignants de disposer des outils professionnels pour, d’une part, interpréter les différents aspects de phénomènes éducatifs auxquels ils sont confrontés et, d'autre part, être en mesure de construire leurs propres dispositifs pédagogiques et évaluatifs. L'autonomie des enseignants est plus que l’autorisation institutionnelle à entreprendre des actions au sein de chaque école, elle revient plutôt à la capacité à comprendre et à rendre intelligibles leurs propres processus de travail pour améliorer la qualité de l'apprentissage et la vie à l'école. Cette thèse prône la nécessité d'associer la formation continue des enseignants et les activités réelles – la réflexion et la prise de décisions - qui concourent dans le lieu de travail des enseignants. / This thesis deals with the process of decision, execution, control and evaluation of educational projects in schools - les projets d'école - conducted by French primary education teachers. This research, geographically located in the department of Val d'Oise, was conducted under the principles of ethnographic research. The data collected was analyzed according to the precepts of the Grounded Theory Method. This allows describing the scope of teachers work when performing this mandatory task imposed by the Ministry of National Education since 1989. The teacher’s use of this obligation reveals many paradoxes. While for many teachers it is nothing more than a bureaucratic exercise, the project is also an opportunity to innovate pedagogically and install new forms of social interaction within the educational community. The main difficulty lies in the fact that the school project process brings to light a number of cross-cutting issues in which teachers do not feel competent. This motivates, in many cases, a series of initiatives, a kind of activism which teachers aren't able to later evaluate. The feeling of experimenting blindly not to feed the change process and leaves a strong professional frustration that declines motivation when teacher are to consider to engage in new activities. The educational project highlights the need for teachers to have professional tools, in order to both interpret the various aspects of the educational phenomena they face, and be able to build their own pedagogical and evaluative settings. The teacher’s autonomy is fare more than the mere institutional authorization to take action, it rather refers to the ability to understand their own work processes to improve the quality of learning and life at school. This thesis advocates the need to associate the continuous training of teachers to the actual activities - reflection and decision-making-that take place in the teacher’s workplace. / Esta tesis aborda el proceso de realización, ejecución, regulación y evaluación de los proyectos educativos de las escuelas – les projets d’école - llevados a cabo por los profesores de la educación primaria en Francia. Esta investigación situada geográficamente en el departamento de Val d'Oise, se realizó bajo los principios de la investigación etnográfica. El conjunto de las informaciones recogidas fueron analizadas según los preceptos de la metodología fundamentada en los hechos. Esto permite describir el panorama de trabajo de los profesores a la hora de realizar esta tarea impuesta por el ministerio de la Educación nacional desde el año 1989. La utilización que los profesores hacen de este dispositivos revela numerosas paradojas. Si bien para muchos no es más que una actividad burocrática, el proyecto es también la oportunidad de innovar a nivel pedagógico y de instalar nuevas formas de interacción social en el seno de la comunidad educativa. La principal dificultad reside en el hecho que el proceso projet d'école saca a luz una serie de problemáticas transversales para las cuales los profesores no se consideran competentes. Esto motiva, en numerosas ocasiones, una serie iniciativas, una especie de activismo, que posteriormente los docentes logran apenas evaluar. El sentimiento de experimentar a ciegas y de no retroalimentar los procesos de cambio dejan en los profesores una fuerte frustración profesional y una consecuente desmotivación para emprender nuevas acciones. El proyecto educativo pone en relieve la necesidad de los profesores de contar con las herramientas profesionales que les permitan por un lado interpretar las distintas dimensiones de los fenómenos educativos a los que se enfrentan y por otro, ser capaces de construir sus propios dispositivos pedagógicos y evaluativos. La autonomía de los docentes es más que la autorización institucional para realizar acciones, ésta se refiere más bien a la capacidad de entender y volver inteligibles sus propios procesos de trabajo para la mejora de la calidad de los aprendizajes y de la vida en la escuela. Esta tesis preconiza la necesidad de asociar la formación continua de los profesores a las actividades reales - a la reflexión y a la toma de decisiones- que se llevan a cabo en el lugar de trabajo de los maestros.

1 Abstract (in English): Development of proffesional competencies The aim of the dissertation thesis is to analyze the needs of development of selected competence and to design a system of measures and methods to support its development in the undergraduate training of future teachers. The theoretical part of this thesis presents current knowledge regarding the issues of professionalisation of teachers and the development of their professional skills. Crucial for this thesis are studies on the standardization of the teaching profession and establishing a framework of professional qualities that the teacher should be equipped with at the beginning and also during his prefessional carrier. Based on empirical studies, the diagnostic competence was identified as the competence in which the trainee teachers feel the greatest handicap in his professional preparedness. Therefore, in this thesis, an extra attention is payed to this competence. The empirical part of this thesis is focused on analysis of needs of diagnostic competence of teachers in primary and secondary schools. The target of the research was made more accurate by formulation of research questions. The empirical part is based on the realization of miscellaneous research where methods of qualitative and quantitative research were combined. The...

Made available in DSpace on 2016-08-03T16:15:50Z (GMT). No. of bitstreams: 1 FernandaFrancielle.pdf: 1123331 bytes, checksum: 8de13320137678fe63ec6c5476cfe6b2 (MD5) Previous issue date: 2014-09-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Historically, in the context of education, the role of teachers in Early Childhood Education (EI) and in the early grades of Elementary School (SIEF) has always been predominately female. Recently, however, an insertion movement of male students happened in Pedagogy courses and, consequently, they are entering classrooms to work in Early Childhood Education and in the early grades of Elementary School. In this context, this research investigated the challenges faced by those who are a part of a universe composed almost entirely of female professionals; attempting to uncover if there is evidence of prejudice or if they are even stigmatized when it comes to gender issues. The research has as main objects men who are a part of the Pedagogy Graduate course, male teachers in Early Childhood Education system and also male teachers in the early grades of Elementary School, working in the state of São Paulo, both the capital and surrounding cities. With a brief bibliographic review on the concept of gender and its relation with female domination regarding the teaching profession, this research is aimed at understanding and discussing the meanings and the problems with gender issues in the places where the researched objects are inserted. Specifically, we try to answer the following questions related to Pedagogy students and teachers: Why choose the Pedagogy Graduate course? Why study and work in a field which is practically composed almost entirely of female professionals, willing to suffer with prejudice? Does being a male professional in this field change the meaning of education and performance? Addressing those concerns, the dissertation consists of qualitative research methodology, also using a questionnaire to elaborate a profile, interviews were recorded with a question guide previously structured. 22 people were interviewed. Among them, 5 pairs composed by a man and a woman were students of the Pedagogy Graduate course, and other 6 pairs of teachers also composed by a man and a woman in the Early Childhood Education and teachers in the early grades of Elementary School as well. The performed analysis indicate that, in general, the entry of men into pedagogy and his reintegration into teaching exercise in these segments of education provokes reactions of prejudice and stigma. Noting this, our question was about how these reactions occur with the interviewed people, discussing gender relations, and masculinity in feminized environments. Through these discussions, we brought a small contribution to the academic field, with regard to masculinity and teaching. / Historicamente, em nosso contexto educacional, a atuação de docentes na Educação Infantil (EI) e nas Séries Iniciais do Ensino Fundamental (SIEF) sempre esteve relacionada a um predomínio feminino, porém, muito recentemente, é possível observar um movimento de entrada de alunos do sexo masculino nos cursos de Pedagogia e, consequentemente, em salas de aula na EI e SIEF. Nesse contexto, a presente pesquisa investigou os desafios enfrentados por esses sujeitos que se inserem em um universo predominantemente feminino, buscando desvelar se há indícios de preconceito ou mesmo de estigma, relacionados às questões de gênero. Para tanto, contou com sujeitos homens na graduação em Pedagogia, professores homens na Educação Infantil e nas Séries Iniciais do Ensino Fundamental, atuantes no estado de SP, na capital e cidades do entorno. Com uma breve revisão bibliográfica sobre o conceito de gênero e suas relações e, também, acerca da feminização do magistério, a pesquisa objetivou compreender e problematizar os significados entre as relações de gênero dos locais nos quais se inserem os sujeitos pesquisados. De maneira específica, a investigação buscou responder às seguintes indagações relacionadas aos alunos de pedagogia e aos professores: Por que a escolha pelo curso de Pedagogia? Por que estudar/atuar em um campo predominantemente feminino, podendo, assim, sofrer preconceito? Ser homem nesse campo muda o significado da formação e atuação? Para responder a essas inquietações, a dissertação foi composta por metodologia de pesquisa qualitativa, com a aplicação de questionário para elaboração de perfil, além de entrevistas gravadas com um roteiro previamente estruturado. Foram entrevistados 22 sujeitos: 10 (5 homens e 5 mulheres) são alunos e alunas de cursos de Pedagogia e 12 (6 homens e 6 mulheres) são professores e professoras em escolas de EI e SIEF. As análises realizadas apontam que, de um modo geral, a entrada dos homens na pedagogia e a sua reinserção no exercício docente nesses segmentos da educação provocam reações de preconceito e estigma. Ao constatar isso, nossa indagação ficou em torno de buscar como essas reações ocorrem para com os sujeitos entrevistados, discutindo as relações de gênero, e masculinidade em ambientes feminizados. Através dessas discussões, trouxemos uma pequena contribuição para a área acadêmica, no que diz respeito à masculinidade e docência.

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No. of bitstreams: 1 TeseLCC.pdf: 6299139 bytes, checksum: 5b78e4b3502f2dc005aa69b90a54ad55 (MD5) Previous issue date: 2016-02-26 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / This research aimed to analyze the limits and contributions of a hybrid space, the 3rd Space, understood as dialogue environment between students of Pedagogy - of distance learning programs -, experienced Elementary School teachers, mentors of the initial years of Middle School Education and University researchers / academic advisors, aiming at learning the teaching profession and the professional development of teachers. Specifically, the intent was to analyze construction processes of knowledge needed for the exercise of pedagogical practices in varied school contexts; to understand how knowledge and skills are integrated, providing the knowledge base for teaching; and to understand if a hybrid space supports the articulation of knowledge of various natures in favor of learning the teaching profession. The theoretical framework comprised: initial and continuing teacher training; learning the teaching profession and professional development; knowledge base; university-school partnership; hybrid spaces of training and written narratives, their main authors being Veenman, Shulman, Cavaco, Garcia, Mizukami, Zeichner, Vaughan, Penã and Allegretti. A constructive-collaborative approach was used (COLE; KNOWLES, 2003) for research and intervention. The data collection instruments were written narratives (VAZ; MENDES; MAUÉS, 2001) prepared by the participants, and the analysis took place in a procedural manner, based on the knowledge model for teaching as a main reference (SHULMAN, 1987, 2005), and the profession and professional teaching as categories that are both complementary and revealing of the specifics of the teacher's work (NÓVOA, 1999; CONTRERAS, 2002; ROLDÃO, 2007). The in-depth analyses were made from the study of multiple cases (EZPELETA, 1984; LUDKE; ANDRÉ 1986; MAZZOTTI, 2006), arising from professional apprenticeships of teaching three dyads (mentor / undergraduate student), one of which is active in the Early Years of Middle School, and the other two in Elementary School. Analyses indicated that learning to teach and being a teacher are processes that are enhanced throughout life, highly influenced by previous experiences - be they formal or informal - related to the teaching profession and the specific contexts of action. It was suggested that the formative demand for the teaching practice for Elementary School and Early Years of Middle School focused on the process involving the mastery of general pedagogical knowledge. Additionally, little ability to plan educational interventions consistent with the needs of children was identified, even when dealing with experienced teachers. As a training space, the virtual learning environment (VLE) created with the development of research and called 3rd Space revealed itself as a viable tool for the articulation between the knowledge derived from their participants (mentors, undergraduate students and researchers / academic advisors) and for strengthening the links between the university and teachers' work reality. While articulating relations between theory and practice, the hybrid space potentiated the reflective exercise, especially in the case of undergraduate students; however, it faced some difficulties due to the exclusive use of written narratives, predominantly in the case of experienced teachers (mentors). / A pesquisa teve como propósito analisar limites e contribuições de um espaço híbrido, o 3o Espaço, compreendido como ambiente de interlocução entre licenciandas em Pedagogia, na modalidade a distância, professoras experientes da Educação Infantil e dos Anos Iniciais do Ensino Fundamental (mentoras) e pesquisadoras-formadoras da universidade, visando à aprendizagem da docência e ao desenvolvimento profissional de professores. Especificamente, pretendeu-se analisar processos de construção de conhecimentos necessários para o exercício de práticas pedagógicas em contextos escolares variados; compreender como conhecimentos teóricos e práticos se integram, constituindo a base de conhecimento para o ensino; e entender se um espaço híbrido sustenta a articulação de conhecimentos de naturezas diversas em benefício da aprendizagem da docência. O referencial teórico englobou: formação inicial e continuada de professores; aprendizagem da docência e desenvolvimento profissional; base de conhecimento; parceria universidade-escola; espaços híbridos de formação e narrativas escritas, tendo como principais autores: Veenman, Shulman, Cavaco, Garcia, Mizukami, Zeichner, Vaughan, Penã e Allegretti. Adotou-se uma abordagem construtivo-colaborativa (COLE; KNOWLES, 2003) de pesquisa e intervenção. Os instrumentos de coleta de dados foram narrativas escritas (VAZ; MENDES; MAUÉS, 2001) elaboradas pelas participantes, e a análise se deu de modo processual, tendo o modelo de base de conhecimento para o ensino como referência principal (SHULMAN, 1987, 2005) e a profissão e a profissionalidade docente como categorias complementares e reveladoras das especificidades do trabalho do professor (NÓVOA, 1999; CONTRERAS, 2002; ROLDÃO, 2007). As análises em profundidade foram feitas a partir do estudo de casos múltiplos (EZPELETA, 1984; LUDKE; ANDRÉ 1986; MAZZOTTI, 2006), decorrentes das aprendizagens profissionais da docência de três díades (mentora/licencianda), uma delas atuante nos Anos Iniciais do Ensino Fundamental, e as outras duas na Educação Infantil. As análises indicaram que aprender a ensinar e ser professor são processos que se aprimoram ao longo da vida, altamente influenciados por experiências anteriores, formais ou informais, relativas ao exercício da docência e pelos contextos específicos de atuação. Sugeriram que a demanda formativa para a atuação docente na Educação Infantil e nos Anos Iniciais do Ensino Fundamental se centrou no processo que envolve o domínio do conhecimento pedagógico geral. Adicionalmente, identificou-se pouca habilidade para planejar intervenções pedagógicas coerentes com as necessidades das crianças, mesmo se tratando de professoras experientes. Enquanto espaço formativo, o ambiente virtual de aprendizagem (AVA), criado em função do desenvolvimento da pesquisa e denominado 3o Espaço, revelou-se como ferramenta viável para a articulação entre os conhecimentos advindos de suas participantes (mentoras, licenciandas e pesquisadoras-formadoras) e para aproximações entre a universidade e a realidade de trabalho das professoras. Enquanto articulador de relações entre teoria e prática, o espaço híbrido potencializou o exercício reflexivo, principalmente no caso das licenciandas, mas enfrentou algumas dificuldades em razão do uso exclusivo de narrativas escritas, sobretudo no caso das professoras experientes (mentoras). / FAPESP no 2014/11263-5

Made available in DSpace on 2016-12-08T16:35:02Z (GMT). No. of bitstreams: 1 mestrado.pdf: 473436 bytes, checksum: 46800675bc4cf7e20698af6228351eb9 (MD5) Previous issue date: 2011-06-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation has as its main objective locate evidences in the state of Santa Catarina, of Cacilda Rodrigues Guimarães professional performance, particularly in the Reform of the Public Instruction, which occurred in this state in the year of 1911. Despite of certain erasure of her trajectory in the magisterium catarinense, the investigations suggest that her passage through the state s education happened in a very effective way. Cacilda Guimarães qualified as an educator capable of conveying the intuitive method, which was the basis of the reform of 1911 and she has a performance that left traces in institutions from Santa Catarina and in educators testimonies. Based on documents located in public archives of the states of Santa Catarina and São Paulo, documents which contain laws, decrees, opinions, property terms, as well on collections of learning institutions, as example of the Normal School Caetano de Campos, the intention was to draw a trajectory that was maintained for some time sheltered or even forgotten. Among the probable hypotheses for the erasure of the Cacilda Guimaraes activities, stands out her condition of the reformer s wife, professor Orestes de Oliveira Guimarães, figure always in evidence. From the evidence and fragments of her professional training and of her trajectory in Santa Catarina, this paper tried to give visibility to the practices that often have been in the shadow of the great names of historiographical scenario. In theoretical terms the research is based on studies affiliated to the cultural history, especially from the perspective of Antonio Viñao Frago. The time cutting has suffered decline in relation to the year of the Reform of Public Instruction in Santa Catarina, in order to understand aspects of her professional training and her first contacts with the state of Santa Catarina, which provided her conditions of employment. It goes until 1931, the year of the death of Orestes Guimarães, and which also marks the year in which appears the last news about the teacher / O presente trabalho tem como objetivo central localizar indícios no estado de Santa Catarina, da atuação profissional da professora paulista Cacilda Rodrigues Guimarães, em especial na Reforma da Instrução Pública, ocorrida neste estado no ano de 1911. A despeito de certo apagamento de sua trajetória no magistério catarinense, as investigações sugerem que sua passagem na educação do estado se fez de maneira bastante efetiva. Cacilda Guimarães qualificou-se como educadora capaz de disseminar o método intuitivo, carro-chefe da reforma de 1911 e teve uma atuação que deixou vestígios em instituições catarinenses e em testemunhos de educadores. Com base em documentos localizados em arquivos públicos dos estados de Santa Catarina e de São Paulo, de que fazem parte leis, decretos, pareceres, termos de posse, bem como em acervos de instituições de ensino, a exemplo da Escola Normal Caetano de Campos, pretendeu-se traçar uma trajetória que se manteve por algum tempo resguardada ou mesmo esquecida. Dentre as prováveis hipóteses para o apagamento da atuação de Cacilda Guimarães, destaca-se sua condição de esposa do reformador, o professor Orestes de Oliveira Guimarães, figura sempre em evidência. A partir dos indícios e fragmentos de sua formação profissional e de sua trajetória em Santa Catarina, buscou-se conferir maior visibilidade a práticas que muitas vezes estiveram à sombra dos grandes nomes do cenário historiográfico. Em termos teóricos a pesquisa está embasada em estudos filiados à história cultural, principalmente na perspectiva de António Viñao Frago. O recorte temporal sofreu recuo em relação ao ano da Reforma da Instrução Pública Catarinense, no intuito de compreender aspectos de sua formação profissional e os primeiros contatos com o estado catarinense, que lhe proporcionaram condições de contratação. Segue-se até 1931, ano do falecimento de Orestes Guimarães, e que marca também o ano no qual se tem a última notícia a respeito da professora

This thesis aims to research a group of pioneering teachers of higher education in Sergipe. More specifically, the research analyzes the paths of Felte Bezerra (1908-1990), José Bonifácio Fortes Neto (1926-2004), José Silvério Leite Fontes (1925-2005), Manoel Cabral Machado (1916-2009) and Maria Thetis Nunes (1923-2009), covering their student lives, their performance in secondary education and their acting as professors in the first undergraduate classes of the Catholic Faculty of Philosophy of Sergipe (FCFS), from 1915 to 1954. The main objective of this PhD research is to analyze the individual itineraries of a group of intellectuals from school education to secondary teaching and first steps as professors at the first teacher training institution in higher education in Sergipe, the FCFS. Due to the prospective of studying five teachers who make up a portion of the "cultural elite" of Sergipe, the theoretical and methodological foundations that underpin this study meet the concepts of intellectual, itineraries and sociability structures composed by networks and microclimates of the French author Jean-François Sirinelli, along with Maurice Halbwachs's reflections on memory and Carlo Ginzburg’s about the "clues, evidence and signs." The selected sources are multiple: interviews, speeches, reports, student’s reports, class records, minutes of meetings in schools where they worked and in the FCFS, newspapers and magazines articles, graduation albums, personal diaries, "family book", time sheets, books in which diplomas were registered, minutes books, books with the employees’ contracts, school notebooks, photographs, and especially the memories of the teachers, who were subject this study in the analysis. Thus, I defend that the pioneers of higher education teachers in Sergipe were recognized intellectuals among their contemporaries, with a reputation gained by "networks" of which their families were already part of, as well as throughout the student life, as teachers of secondary education and as members of different institutions in the city of Aracaju. Their paths had already crossed in different areas of education and work, being the FCFS another intersection for their individual itineraries of intelligentsia found in Sergipe in the mid-twentieth century. Keywords: Philosophy School. History / A presente tese tem por objeto de investigação um grupo de pioneiros professores do ensino superior em Sergipe. Mais especificamente, a pesquisa analisa os caminhos trilhados por Felte Bezerra (1908-1990), José Bonifácio Fortes Neto (1926-2004), José Silvério Leite Fontes (1925-2005), Manoel Cabral Machado (1916-2009) e Maria Thetis Nunes (1923-2009), desde a vida estudantil, atuação no ensino secundário até a docência nas primeiras turmas de graduação da Faculdade Católica de Filosofia de Sergipe (FCFS), no recorte temporal de 1915 a 1954. O objetivo geral desta pesquisa de doutoramento é analisar os itinerários individuais de um grupo de intelectuais desde a formação escolar até seu ingresso no magistério secundário e primeiros passos como docentes na pioneira instituição de formação de professores no ensino superior em Sergipe, a FCFS. Diante da perspectiva de estudar cinco professores que compõem uma parcela da “elite cultural” de Sergipe, os fundamentos teórico-metodológicos que embasam este estudo atendem aos conceitos de intelectual, itinerários e estruturas de sociabilidade compostas por redes e microclimas do autor francês Jean-François Sirinelli, além de dialogar com as reflexões de Maurice Halbwachs acerca da memória e Carlo Ginzburg sobre as “pistas, indícios e sinais”. As fontes escolhidas são múltiplas: entrevistas, discursos, boletins, cartas, cadernetas de aulas, atas das reuniões nas escolas que trabalharam e na FCFS, escritos em jornais e revistas, álbuns de formatura, diários pessoais, “livro de família”, livros de ponto, livros de registro de diplomas, livros de atas, livros de contratos dos funcionários, caderno escolar, fotografias, e, principalmente, as memórias dos professores em análise. Dessa forma, defendo a tese de que os pioneiros professores do ensino superior em Sergipe eram intelectuais reconhecidos entre os seus contemporâneos, com uma notoriedade angariada pelas “redes” das quais seus familiares já faziam parte, como também ao longo da vida estudantil, no trabalho como professores do ensino secundário e como membros de diferentes instituições da cidade de Aracaju. Seus caminhos já haviam se cruzado em diferentes espaços de formação e atuação, sendo a FCFS mais um ponto de encontro dos itinerários individuais da intelectualidade sergipana de meados do século XX. Palavras chave: Faculdade de Filosofia. História da profissão docente. História

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / A temÃtica desta tese refere-se à importÃncia da formaÃÃo docente para a educaÃÃo superior diante dos desafios postos pela sociedade da informaÃÃo e do conhecimento à profissionalizaÃÃo efetivada nesse nÃvel de ensino, mais especificamente à aÃÃo do professor no cotidiano da sua profissÃo. A Universidade Federal do Cearà â UFC foi escolhida para a realizaÃÃo da pesquisa de campo pelo fato de representar, historicamente, a principal instituiÃÃo formadora de profissionais atuantes na docÃncia da educaÃÃo superior do CearÃ. Primeira universidade a ser criada no Estado, continua sendo um dos maiores referenciais para as demais InstituiÃÃes de EducaÃÃo Superior - IES pela importÃncia dos debates que promove, das parcerias que estabelece e da significativa contribuiÃÃo de formaÃÃo profissional para o mundo do trabalho. O estudo desenvolveu-se mediante uma pesquisa qualitativa, do tipo estudo de caso, utilizando entrevistas semiestruturadas e anÃlise documental. Os sujeitos da pesquisa estÃo representados por 43 gestores, atuantes no perÃodo de 1997 a 2006 â reitores, prÃ-reitores, diretores de centro ou faculdade, chefes de departamentos, coordenadores de cursos, gestores de recursos humanos, representante sindical, ouvidor, dentre outros. As categorias Ingresso, AvaliaÃÃo e FormaÃÃo foram definidas para orientar as prioridades pertinentes à pesquisa de campo, em especial. As informaÃÃes e reflexÃes decorrentes sinalizam a necessidade de implementar uma polÃtica institucional de formaÃÃo docente para os professores da Universidade, concebida no Ãmbito de referenciais de desenvolvimento profissional. Para que se efetive, à imprescindÃvel estabelecer rupturas para o enfrentamento dos problemas evidenciados e assumir posturas inovadoras diante das possibilidades explicitadas. / The thematic of this thesis concerns to the importance of the teaching formation for the superior education face to the challenge disposed by the society of information and knowledge to the accomplished professionalization on this teaching level. The Federal University of Cearà â UFC was chosen for the achievement of this field research as it historically represents the main former institution of active professionals in the teaching of superior education in CearÃ. It was the first university created in the State and continues being one of the greatest referential for the others Superior Teaching Institutions by the importance of its debates, partnerships established and the meaningful contribution in the professional formation for the world of the work. This study was developed through a qualitative research, that is a case study using semistructured interviews and documental analysis. The subjects of the research are represented by 43 active managers from the period 1997 to 2006 â rectors, pro-rectors, directors of centers or faculties, chiefs of departments, coordinators of courses, managers of human resources, syndicate representative, auditor among others. The categories of Entrance, Evaluation and Formation were defined to guide the priorities pertaining specially to field research. The information and reflections resultant just show the necessity to implement an institutional policy of teaching formation to the teachers of the University, conceived in the scope of references of professional development. So, to have this effectuated, it is urgent to establish ruptures in order to face the evident problems and assume innovated attitudes in the face of explicit possibilities.