The purpose of the study was to (1) identify pedagogical touring competencies needed by volunteer docents in art museums, (2) catalog the competency statements into major competency categories, (3) validate the list of competency statements, and (4) compare priority designations awarded each statement by the individuals within the two major subgroups: museum staff and volunteer docents. In conclusion, many of the needs represented by the highest ranking competencies in each category are seldom addressed in the traditional volunteer docent training program. This study showed that abilities to help the child feel comfortable in the museum and combinations of abilities to help the docent make judgments regarding the presentation of the material require attention and, at the very least , special training. It is recommended that training personnel in art museums identify the needs of volunteer trainees and design training programs less on traditional guidelines and more on the specific needs appropriate to the task.

A partir de que la participación de los jóvenes se ha vinculado al desafío democrático de fortalecer la participación de los ciudadanos tanto a nivel individual como colectivo, se ha visto un interés en potenciar el aprendizaje de competencias para participar, aprendizaje que se asociaría al ejercicio de la participación como un medio y fin desde la escuela. Con lo cual se ha estimado que la formación para participar en la sociedad democrática se encontraría entre las tareas de la pedagogía actual. Bajo esta premisa la investigación siguiente corresponde a un estudio comparativo de casos, donde se abordaron las conceptualizaciones y acciones participativas que desarrollaban los jóvenes entre 16 y 18 años en dos institutos de Chile y dos de España. Los centros fueron escogidos porque mantenían y promovía actividades participativas, con lo cual se caracterizaban en su contexto por promover la participación de los jóvenes. Los objetivos fueron describir los tipos de participación que vivían los jóvenes en sus centros educativos y comparar las experiencias entre países. Teóricamente se realizó una revisión del sentido de la participación desde la idea de la democracia deliberativa, lo que permitió comprender desde la génesis occidental de la democracia un sentido de la participación individual y colectiva, así como su alcance en los niños y jóvenes. Entendiendo por democracia la forma de tomar decisiones, un modelo de organización social y también un sistema de gobierno, que conlleva significados, valores y principios universales. Posteriormente se revisaron algunas perspectivas educativas que han promovido el reconocimiento del niño en la escuela, específicamente a través de metodologías activas y una mirada confiada y respetuosa de sus capacidades e intereses, lo cual fue identificado como uno de los principios de la participación de los niños y jóvenes en los centros educativos. Además se revisaron las teorías que relacionaban el aprendizaje de la participación con la democracia y el aprendizaje moral, junto con estudios recientes que abordaban estas experiencias en la población adolescente a nivel global y en los contextos estudiados. Ante este escenario la investigación planteó indagar en centros de secundaria donde se realizaran buenas prácticas participativas tanto en Chile como en Cataluña. Para describir las particularidades de cada centro según sus protagonistas y luego comparar los aspectos comparables. La metodología de investigación comprendió recolección de datos cualitativos y cuantitativos de los sujetos implicados (estudiantes, docentes, directivos) además de la revisión de cada caso profundamente a través de sus documentos oficiales. Los resultados se expusieron a través del análisis de cada caso en particular a través de la triangulación de la información obtenida. Luego se compararon los institutos según titularidad y país de procedencia. Entre las conclusiones destacaron que la participación en los centros analizados prevalecían tipos de participación correspondientes a Asignados pero informados (Hart, 1992) y Simple- Consultivo (Trilla y Novella, 2001), a la vez que se observó que la experiencia participativa es transformadora y formadora para los jóvenes que formaron parte de la investigación. Por último se halló que existía un énfasis en promover y valorar la democracia, en los centros investigados y que habría una generación de jóvenes, como los que formaron parte de la investigación, que propone una participación diferente a las que las instituciones ofrecen y que vale la pena revisar. / This research is a comparative case study which aimed to study the participatory conceptualizations and actions that were developed by young people aged 16 and 18 years old in two secondary schools in Chile and two in Spain. The institutions were selected because they support and promote participatory activities; therefore they were well recognized in their contexts to promote young participation. The goal was to describe the type of participation that young people experience in their educational institutions and to compare the experiences between countries. From a theoretical level, we approach the sense of the participation from the perspective of the deliberative democracy and from the understanding of the children’s right to participate. We reviewed as well the experiences related with the current of thought of democratic pedagogies together with the contemporary trends and finally the presence of the student’s participation in the legislature of both countries. Regarding this frame, we understood the student’s participation in their educational institutions as a means and a goal towards the learning of the participation, and as a valuable feature that leads people to be actively involved in the different areas of life in society. We also understood the participation as a right which articulates the essence of a democracy and the learning of the organizational skills in the common live. The research methodology involves the uses of quantitative and qualitative data, collected from the target individuals (students, teachers and directors) and also the analysis of official institutional documents. The results were exposed by single cases and by the triangulation of the information. Afterward, we compared the institutions regarding the country and the ownership (private or public). Among all the conclusions, is remarkable that the participation in the schools is not transferred to the vision of democratic experience in their scholar life, therefore it’s focused on the participation related with academic issues or student’s organization. At the same time, we consider relevant that the adults trust the participatory methodologies to promote meaningful learning, together with other factors, according each case and analysis level.

Esta tesis doctoral aporta conocimiento a la docencia en línea y los procesos de colaboración en red. Da continuidad a investigaciones precedentes sobre la colaboración en red en el contexto del aprendizaje y el trabajo colaborativo en entornos virtuales, centrando el análisis desde la perspectiva del docente que trabaja en colaboración a través de la red mientras desarrolla su actividad docente en línea. Desde la literatura la colaboración en red es abordada como una característica clave del aprendizaje a distancia y en línea en los distintos ámbitos académicos y como una competencia interpersonal demanda por la sociedad actual del conocimiento. Sin embargo, a pesar del aparente consenso que en el ámbito educativo suscita el hecho de colaborar y de que constituye una característica relevante para el docente, las prácticas que designa este término son muy diversas en función de quienes colaboran, cómo lo hacen y qué finalidades y valores dirigen su actuación. Su finalidad última es la mejora de la docencia en línea y más concretamente la mejora de los procesos de la colaboración entre docentes que tienen lugar en un entorno virtual que posibilitará que no sólo pueda ser de utilidad para equipos docentes de la propia universidad sino también ser transferible a otras realidades educativas universitarias y no universitarias. El estudio analiza como se comunican e interactúan en un espacio colaborativo virtual y como desarrollan actividad colaborativa un equipo de docentes a partir de un estudio de caso en profundidad en el marco de una institución de educación superior y en concreto en un área transversal que cuenta con un equipo interdisciplinar de consultores con experiencia en dinámicas de colaboración virtual y en acciones formativas que facilitan el uso y la aplicación de las TIC. Se aborda la colaboración en red del equipo de docentes analizando como se comunican e interactúan en un espacio colaborativo virtual y como desarrollan la actividad colaborativa como equipo. Los resultados de la investigación nos evidencian las posibilidades de las TIC en los entornos virtuales para el aprendizaje grupal, transformando la manera de impartir la docencia en la universidad y la manera como los docentes pueden colaborar. Las aportaciones a la investigación, desde la docencia en línea, se concretan en propuestas sobre el rol del docente en línea, sobre las competencias digitales del docente en línea y sobre la formación inicial del docente en línea. Por su parte, las aportaciones a la investigación, desde la colaboración en red entre docentes, se concretan en la mejora de la docencia, la actualización y desarrollo profesional / This thesis contributes knowledge to teaching online and networked collaboration processes. Gives continuity to previous research on network cooperation in the context of learning and collaborative work in virtual environments, focusing the analysis from the perspective of teachers working collaboratively through the network while developing their online teaching. From literature network collaboration is addressed as a key feature of distance learning and online at various academic and interpersonal competence as a demand for the knowledge society. However, despite the apparent consensus in education raises collaboration and the fact that it is a relevant feature for teaching practices that designates this term are very different depending on who collaborate, how they do it and what purposes and values guide their actions. Its ultimate goal is to improve online teaching and specifically improving collaboration processes between teachers that take place in a virtual environment that will enable not only be useful for teaching staff of the university but also be transferable to other realities university and non-university education. The study explores how they communicate and interact in a virtual collaborative space and develop collaborative activity as a team teachers from a case study in depth in the context of an institution of higher education and particularly in an area that has transverse an interdisciplinary team of consultants with experience in dynamic virtual collaboration and training activities that facilitate the use and application of ICT. It focuses on the collaborative on the net analysing how teachers communicate and interact in a virtual collaborative space and how develop collaboratively as a team activity. The research results show us the possibilities of ICT in virtual environments for group learning, transforming the way we teach in university teaching and how teachers can collaborate. Contributions to research from online teaching, take the form of proposals on the role of teachers online, on digital competences of online teaching and initial teacher training online. Meanwhile, contributions to research, from network collaboration between teachers, are specified in improving teaching, updating and professional development.

L’objectiu d’aquesta recerca és conèixer l’eficàcia d’un curs de prevenció dels trastorns de la veu adreçat a docents en actiu. Per fer-ho s’ha dut a terme un estudi longitudinal amb disseny pre-test i post-test amb grup control i grup experimental i, alhora, un estudi transversal per comparativa de grups. S’han realitzat un total de 3 avaluacions: la primera en iniciar-se el curs (pre-test), una avaluació just en finalitzar el curs (per conèixer l’eficàcia del curs a curt termini) i una darrera avaluació sis mesos més tard (mig termini). Seguint les recomanacions de la ELS, s’ha fet una avaluació multidimensional de la veu incloent: una anàlisi de la qualitat vocal objectiva a través del DSI (Wuyts et al., 2000), una anàlisi de la qualitat vocal perceptiva valorada amb l’ítem global del GRBAS (la G) (Hirano, 1981), una valoració de la percepció de l’handicap vocal avaluada amb el VHI- 10 (Jacobson et al., 1997; Nuñet-Batalla et al., 2007) i una valoració dels coneixements relatius a la funció vocal estimats amb el qüestionari COFUVO, elaborat expressament per aquesta recerca. També s’han recollit algunes dades sociodemogràfiques dels subjectes i un qüestionari d’opinió sobre la tasca docent del formador. Els resultats registrats han mostrat que l’adquisició de coneixements teòrics, estimats amb el qüestionari COFUVO, s’assoleixen ràpidament. Aquests coneixements semblen mantenir-se a mig termini, quan també s’observen canvis significatius en la qualitat vocal objectiva dels docents participants al curs, mitjançant l’índex DSI. Ens qüestionem, però, si aquest índex valora la qualitat vocal objectiva o les habilitats vocals dels participants. Ni el VHI-10, ni el paràmetre global del GRBAS mostren diferències significatives entre els tests ni els grups. Finalment, les diferències observades segons el formador responsable del curs plantegen la necessitat de controlar aquesta variable. En conseqüència, podem confirmar que el curs ha permès millorar les habilitats vocals dels docents així com els seus coneixements sobre el fenomen vocal a mig termini. Per tal de conèixer els beneficis arran del curs sobre la qualitat i la salut vocal dels docents seria interessant plantejar un estudi a més llarg termini. / El objetivo de la presente investigación es conocer la eficacia de un curso de prevención de los trastornos de la voz, dirigido a docentes en activo. Para ello se ha realizado un estudio longitudinal con un diseño pre-test y post-test con grupo control y grupo experimental y, a su vez, un estudio transversal por comparativa de grupos. Se han realizado un total de 3 evaluaciones: la primera al iniciarse el curso (pre-test), una evaluación justo en finalizar el curso (para conocer la eficacia del curso a corto plazo) y una ultima evaluación seis meses mas tarde (largo plazo). Siguiendo las recomendaciones de la ELS, se ha realizado una evaluación multidimensional de la voz incluyendo: un análisis de la calidad vocal objetiva con el índice DSI (Wuyts et al., 2000), un análisis de la calidad vocal perceptiva valorada con el parámetro global del GRBAS (la G) (Hirano, 1981), una valoración de la percepción del hándicap vocal evaluada con el VHI-10 (Jacobson et al., 1997; Nuñet-Batalla et al., 2007) y una evaluación de los conocimientos relativos a la función vocal estimados con el cuestionario COFUVO, elaborada a propósito de esta investigación. También se han recogido algunos datos sociodemográficos de los sujetos y un cuestionario de opinión sobre la tarea docente del formador. Los resultados registrados han mostrado que la adquisición de conocimientos teóricos, estimados con el cuestionario COFUVO, se asumen rápidamente. Estos conocimientos parecen mantenerse a medio plazo, cuando también se observan cambios significativos en la calidad vocal objetiva de los docentes participantes al curso, mediante el DSI. Nos cuestionamos, sin embargo, si este índice valora la calidad vocal objetiva o las habilidades vocales de los participantes. Ni el VHI-10, ni el parámetro global del GRBAS muestran diferencias significativas entre los test y los grupos. Finalmente, las diferencias observadas en relación al formador responsable del curso plantean la necesidad de controlar esta variable. En consecuencia, podemos afirmar que el curso ha permitido mejorar las habilidades vocales de los docentes y sus conocimientos sobre el fenómeno vocal a medio plazo. Para conocer los beneficios sobre la calidad y la salud vocal de los docentes seria interesante plantear un estudio a más largo plazo. / The objective of this research is to find out how effective a voice disorder prevention course addressed to teachers is. In order to do so, a program has been designed with pre- test and post-test actions, and a control group and an experimental group, plus, at the same time, a comparative survey of the groups. There have been three assessments: the first one when the course started (pre-test), another one right at the end (to find out how effective the course is on a short term basis), and a last assessment six months later (medium-term). Following recommendations from the ELS, a multidimensional assessment of the voice has taken place including: analysis of voice objective quality through DSI, (Wuyts et al., 2000), an analysis of voice perceptive quality assessed with GRBAS global item (the G) (Hirano, 1981), an assessment of the perception of voice handicap valued with VHI-10 (Jacobson et al., 1997; Nuñet-Batalla et al., 2007) and an assessment of relative knowledge to voice function estimated with the COFUVO questionnaire, elaborated just for this test. Also, some sociodemographic data of the subjects has been gathered, including an opinion questionnaire about the teacher. The results have shown that theoretical knowledge, estimated with the COFUVO questionnaire, is achieved quickly. This knowledge seems to be retained at medium- term, when also significant changes can be observed in the vocal objective quality of the teachers taking the course, through the DSI index. However, we question whether this index is assessing the vocal objective quality or the vocal skills of the participants. Neither VHI-10 nor global parameters of the GRBAS show significant differences between tests or groups. Finally, the differences observed according to the teacher responsible for the course indicate the need to control this variable. Consequently, we can confirm that the course has meant an improvement in the vocal skills of the teachers as well as their knowledge of the voice phenomenon at medium- term. A longer term study would be recommended to learn more about the benefits of voice health and quality of teaching staff following the course.

Made available in DSpace on 2016-06-02T19:39:30Z (GMT). No. of bitstreams: 1 4896.pdf: 2379475 bytes, checksum: 90e01c6b99e61ac2be76521ab920ee1a (MD5) Previous issue date: 2013-01-18 / to teach and the importance of the teacher to keep learning are highlighted themes in order to comprehend the professional development and the teacher s education, although the aspects of caring and educating are still disconnected when we think about the pedagogical practices in kindergarten. Considering this, a qualitative approach of researching was adopted in three municipal kindergarten educational centers in the countryside of São Paulo, involving three beginner teachers, who work with children from zero to three years old. Considering the research question How is the beginning teachers` teaching knowledge configured to act in nursery care? , we tried to characterize the knowledge owned by the teachers who work with children from zero to three and how they learn to be nursery care teachers. In order to develop this study, field observations, diary registers, documental analyses and semi structured interview were undertaken. The collected data were organized in five axes of analyses in order to achieve the research s specific objectives: a) the teachers´ conception of nursery care and children; b) the kindergarten institutions´ pedagogical propose; c) the actions of educating and caring; d) the contents taught to children from 0 to 3; e) the learning of teaching in the nursery care. The analyses according to authors as Abramowicz, André, Cerisara, Bondioli, Faria, Garcia, Huberman, Lüdke, Mantovani, Nóvoa, Oliveira, Rosemberg, Tardif, among others, show that teachers are not able to name the knowledge they own, but they know what to teach the children and know where to find activities to be executed with them. Generally speaking, the teachers outlined the importance of executing an educative work and a necessary care of these children. Concerning the nursery care undertaken activities, the teachers reported they are not organized according to the contents. But concerning the degree of difficulty and the intentionality, which guides the age level of the nursery care children, the demands must be according to the child s development and the child´ s age specificity. A common aspect in the three teachers´ speech refers to the knowledge acquired in the professional practice by the exchange of knowledge with more experienced teachers, the main source of learning to teach in the nursery care. / A aprendizagem da docência e a importância do professor continuar aprendendo são temáticas que vêm se destacando para a compreensão do desenvolvimento profissional e formação do docente, assim como as questões de cuidar e educar ainda se mostram desconectadas, quando pensamos em práticas pedagógicas na Educação Infantil. Partindo deste pressuposto, optou-se pela pesquisa de natureza qualitativa, que foi realizada em três Centros Municipais de Educação Infantil de uma Rede Municipal de ensino do interior de São Paulo, envolvendo três professoras iniciantes que trabalhavam com crianças de zero a três anos. A partir da questão de pesquisa Como se configuram os saberes docentes de professoras iniciantes para atuar em creches? , procuramos caracterizar que saberes têm as professoras que trabalham com crianças de zero a três anos e como elas aprendem a serem professoras de creche. Para desenvolver este estudo, realizamos observações de campo, registros em diário, análise documental e entrevista semiestruturada. Os dados coletados foram organizados em cinco eixos de análises que buscaram atender os objetivos específicos da pesquisa: a) concepção de creche e crianças para as professoras; b) a proposta pedagógica das instituições de educação infantil; c) ações de educar e cuidar; d) conteúdos ensinados para as crianças de 0 a 3 anos; e) aprendizagem da docência na creche. As análises, pautadas nas contribuições teóricas de Abramowicz, André, Cerisara, Bondioli, Faria, Garcia, Huberman, Lüdke, Mantovani, Nóvoa, Oliveira, Rosemberg, Tardif, entre outros pesquisadores, mostram que as professoras não conseguem nomear que saberes possuem, porém elas sabem o que trabalhar com as crianças, e sabem onde procurar atividades para realizar com elas. Em linhas gerais, as professoras destacaram a importância de se realizar um trabalho educativo ao lado do cuidado necessário aos menores de três anos. Em relação às atividades realizadas na creche, as professoras relatam que não são diferentes em relação aos conteúdos, mas sim no grau de dificuldade e de intencionalidade que acompanha as respectivas faixas etárias das crianças, e que as exigências devem estar de acordo com o desenvolvimento infantil e com as especificidades da idade das crianças. Um ponto de vista em comum entre as três professoras refere-se aos saberes advindos da prática profissional e da troca de conhecimentos com professoras mais experientes, que se constituem enquanto as principais fontes de aprendizagem para a docência na creche.

Made available in DSpace on 2014-12-17T14:36:40Z (GMT). No. of bitstreams: 1 AkynaraARSSB_TESE.pdf: 972888 bytes, checksum: fffd8ed8881377a2581a381ae2691619 (MD5) Previous issue date: 2014-02-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study investigates teacher training and cognitive practice of teachers in a Basic Education school that adopted the Project One Computer per Student (OCS) in their school routine. Its relevance consists in provide directions for the continuation of training activities on the Project and guide the teachers with their pedagogical practices using the laptop model one to one. The thesis defended is that the educator formation for social using of digital media (specially the laptops from the Project UCA) gives space to establish new sociotechnical relationships, of new social and professionals practices, new identitary components and a process of reflexivity and knowledge reconstruction to teach. We reaffirm the importance of reflexivity and appropriation of digital culture for the better development of teaching practice using the Information and Communication Technologies (ICTs), giving focus to the aspects of social and professional use of the technology. The study is part of the qualitative aspect and is a procedural tracking based on principles of ethnographic research. As procedures and methodological tools, were used: intensive observation of school environments, documental analysis, focal group, semi-structured questionnaires and semi-structured individual interviews. The research was held in a public school in the city of Parnamirim - RN. The subject sample relates to 17 teachers, coming from the elementary school I and II, Youth and Adult Education and High School, who went through the process of training UCA and having entered the laptops in their teaching. The research corpus is structured based on the messages built into the process of data collection and is analyzed based on principles of Content Analysis, specified by Laurence Bardin (2011). Was taken as theoretical reference studies by Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), among others. The analysis indicates a process of reconstruction / revision of knowledge to teach and work in digital culture, being these knowledges guided by the experience of the subjects investigated. The reconstructed knowledges will be revealed from a categorization process. The following groups of knowledges: "technical knowledges", "didactic-methodological knowledges and knowledges of professionalization" were built on the assumption of ownership of digital culture in the educational context. The analysis confirms the appearance of new ways of sociability when acquiring other forms of acting and thinking ICTs, despite the environment adverse to the reflexivity shared among the teachers. Also reveals, based on the ownership concept present on the data analysis, the construction of meanings of belonging and transformation of individuals into social routes from the interweaving of the teaching practice with the digital culture. Emphasizes, finally, the importance of a training for use of ICTs that exceeds the instrumentation, in other words, what we call "technical knowledges", but taking on its structural basis the shared reflection, the opening for the ressignificance (new meaning) and reconstruction of new knowledges and practices and that really allows, to the teacher, the living of an experience capable of providing socio-technical transformations of their relationships / Este estudo investiga a forma??o de professores e a pr?tica cognitiva dos docentes em uma escola de Educa??o B?sica que adotou o Projeto Um Computador por Aluno (UCA) em seu cotidiano escolar. Sua relev?ncia consiste em fornecer dire??es para a continua??o das a??es de forma??o do projeto e nortear o fazer e o pensar docentes junto ?s suas pr?ticas pedag?gicas com uso do laptop no modelo um para um. Defende-se que a forma??o do educador para uso social das m?dias digitais (em especial, os laptops provenientes do UCA) abre espa?os para o estabelecimento de novas rela??es sociot?cnicas, de novas pr?ticas socais e profissionais, novas perten?as identit?rias e de um processo de reflexividade e reconstru??o de saberes para ensinar. Reafirmamos a import?ncia da reflexividade e da apropria??o da cultura digital para melhor desenvolvimento da pr?tica docente com uso das Tecnologias da Informa??o e Comunica??o (TICs), enfocando os aspectos de uso social e profissional da tecnologia. O estudo alinha-se ? vertente qualitativa e trata-se de um rastreamento processual com base em princ?pios da pesquisa etnogr?fica. Como procedimentos e instrumentos metodol?gicos, foram adotados: a observa??o intensiva dos ambientes escolares, a an?lise documental, o grupo focal, question?rios semiestruturados e entrevistas individuais semiestruturadas. A pesquisa realizou-se em uma escola p?blica do munic?pio de Parnamirim RN. A amostra de sujeitos refere-se a 17 docentes, procedentes do ensino fundamental I e II, Educa??o de Jovens e Adultos e Ensino M?dio que passaram pelo processo de forma??o UCA e que inseriram os laptops em sua pr?tica pedag?gica. O corpus da pesquisa est? estruturado com base nas mensagens constru?das no processo de coleta de dados e ? analisado com base em princ?pios da An?lise de Conte?dos, especificados por Laurence Bardin (2011). Tomou-se como referencial te?rico os estudos de Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), entre outros. A an?lise aponta um processo de reconstru??o/revis?o de saberes para ensinar e atuar na cultura digital, saberes esses pautados na experi?ncia dos sujeitos investigados. Os saberes reconstru?dos ser?o desvendados a partir de um processo de categoriza??o. Os seguintes grupos de saberes: saberes da t?cnica , saberes did?tico-metodol?gicos e saberes da profissionaliza??o foram constru?dos na premissa da apropria??o da cultura digital em contexto educacional. A an?lise confirma o surgimento de novas formas de sociabilidades ao adquirirem outras formas de agir e de pensar as TICs, apesar do ambiente adverso ? reflexibilidade compartilhada entre os docentes. Revela, ainda, com base no conceito de apropria??o presente na an?lise dos dados, a constru??o de sentidos de pertencimento e de transforma??o do sujeito no percurso social a partir do entrela?amento da pr?tica docente com a cultura digital. Ressalta, por fim, a import?ncia de uma forma??o para uso das TICs que ultrapasse a instrumentaliza??o, ou seja, o que denominamos saberes da t?cnica , mas que tenha em sua base estrutural a reflexividade compartilhada, a abertura para a ressignifica??o e (re)constru??o de saberes e fazeres e que permita realmente, ao professor, a viv?ncia de uma experi?ncia capaz de propiciar transforma??es de suas rela??es sociot?cnicas

No description available.

Dezenove entrevistas realizadas com professores titulares pertencentes à Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, permitiram examinar a construção de uma memória coletiva sobre o papel desta instituição na transição política da ditadura para a democracia no Brasil. As histórias de vida possibilitaram investigar como os docentes se apropriaram do processo de profissionalização acadêmica determinado pela Lei 5540/68. O objetivo desta tese é demonstrar como o fim das cátedras e a conquista de uma autonomia intelectual baseada na carreira pública foram responsáveis por reorientar os projetos coletivos e resignificar as relações estabelecidas pelos professores com a sociedade no período democrático. A reintrodução da questão democrática no final dos anos 1970 trouxe à tona pautas políticas divergentes que explicitaram diferentes concepções a respeito da função dos intelectuais na sociedade. A intenção desta pesquisa é evidenciar como a comunidade docente forjada em um contexto de modernidade radicalizada, reiterou seu compromisso na defesa do ensino público e o desejo de interferir nos destinos do país / The realization of nineteen interviews with full professors from the Faculty of Philosophy, Language and Human Sciences (FFLCH) in the University of São Paulo provided the possibility to examine the construction of a collective memory concerning the role of this institution in the political transition from dictatorship to democracy in Brazil. The paths of intellectual life allowed the investigation of how the professors appropriated the process of academic professionalization determined by the Law 5540/68. The aim of this thesis is to demonstrate the way the end of the professorship and the conquest of intellectual autonomy based on a public career were responsible to redirect the collective projects and revaluate the relations established between professors and society in the democratic period. The reintroduction of the democratic issue in the end of the seventies brought to light divergent political contexts that emphasized different conceptions related to the function of intellectuals in society. The objective of this research is to clarify how the docent community established in a context of radical modernity reaffirmed its commitment in defense of public education and the desire to interfere in the destinies of the country

Made available in DSpace on 2016-04-28T20:57:26Z (GMT). No. of bitstreams: 1 Marcia Maria Dias Reis Pacheco.pdf: 643460 bytes, checksum: d6b5120089f21d4df9df1798b6791da6 (MD5) Previous issue date: 2008-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work aimed at investigating the docents evaluative conceptions at a higher learning institution located in São Paulo state. The research was held with docents actuating in the following areas: Mathematics, Chemistry, Physics, Physical Education, Biological Sciences and Pedagogy, and it was assumed that their evaluative practices would positively influence the students future performance on such pedagogical aspect. The instruments for data collection consisted on a questionnaire and further interviews. It was a questionnaire with closed questions, in a total of 25, based on statements registered on other researches on evaluation applied to the docents of the institution. The answers in the questionnaires were used to elect the docents to be interviewed. The open-ended interviews with the six elected allowed the expression of profound thoughts on the issues investigated: 1. Why evaluating? 2. What is to be evaluated? 3. How to evaluate? The answers were then submitted to the analysis of contents. The theoretical references were concentrated the authors: Luckesi, Prado de Souza, Perreunoud, Hadji and Afonso Janela. It was evidenced that the practices developed by the interviewed has a formative role, being used to detect the students difficulties, raising information and enhancing the educational process. It was also possible to identify that they apply diverse evaluative instruments and procedures, aiming at integrating the evaluative and the teaching-learning processes. The results suggest that the didacticadministrative organization in the institution favors the development of differentiated evaluative practices. This study represented a means to reflect more about the evaluative procedures to be used by future professors actuating within the elementary education, constructing or not differentiated and proficient practices / Na presente tese objetivou-se investigar as concepções avaliativas dos professores que atuam nos cursos de licenciatura. A pesquisa realizou-se em uma instituição de ensino superior, no interior do Estado de São Paulo, com professores dos cursos de licenciaturas existentes na instituição: Matemática, Química, Física, Educação Física, Ciências Biológicas e Pedagogia. Partiu-se do pressuposto de que as práticas de avaliação desenvolvidas pelos professores nos cursos de formação, possibilitavam aos alunos experiências que influenciariam na construção nas futuras práticas avaliativas. Os instrumentos de coleta de dados foram questionário e entrevista semi-estruturada. O questionário com questões fechadas, composto de 25 itens, foi inspirado em depoimentos registrados em pesquisas sobre avaliação da aprendizagem no contexto do ensino superior e aplicado a todos os professores que ministram aulas nos cursos de licenciaturas da instituição. Os dados dos questionários foram utilizados para a escolha dos entrevistados. A entrevista semiestruturada foi realizada com seis professores, o que permitiu um aprofundamento das questões que permeiam as práticas avaliativas. Os dados foram agrupados em três categorias: Para que avaliar? O que avaliar? Como avaliar? e foram submetidos à análise de conteúdos. No referencial teórico utilizamos as contribuições de autores como: Luckesi, Prado de Souza, Perreunoud, Hadji e Afonso Janela. Constatou-se que as práticas desenvolvidas pelos professores têm um papel formativo, são utilizadas para detectar as dificuldades dos alunos, obter informações e aperfeiçoar o processo de ensino. Foi possível identificar ainda que os professores, em suas práticas avaliativas, utilizam vários instrumentos e procedimentos avaliativos e que procuram integrar o processo avaliativo ao processo de ensino-aprendizagem. Os resultados obtidos também sugerem que a instituição, com sua organização didáticoadministrativa e suas ações favorece o desenvolvimento de práticas avaliativas diferenciadas. Em linhas gerais, este estudo representou a possibilidade e a preocupação de pensarmos criticamente os processos avaliativos a que são submetidos os futuros professores que atuarão na educação básica, o que, de certa forma, levanta importantes pontos de reflexão, sobre a formação de professores e revela, de modo especial, que os futuros docentes poderão construir saberes e práticas avaliativas diferenciadas, a partir das experiências vivenciadas em seus cursos de formação inicial, criando bases para a futura prática docente

Given the complexity of education today, becoming a teacher is not an easy task. In this context, professional development plays an essential role in order to maintain and improve both personal and professional skills (Friedman and Philips, 2001). It also represents an opportunity to react at educational dilemmas which frequently appear in the early years of teaching. In Catalunya, since the 2006 -2007 course, the Department of Education applies the induction program called Comencem Bé, addressed to substitute teachers during their first school year. Its objective is to help novice teachers to develop their profession. The theoretical framework states the concept and models of professional development, focusing on mentoring and induction programmes which enrich the teaching strategies of beginning teachers. Then, the practical framework consists of a research project about the teachers’ experience while mentoring at schools in Catalunya, which gives the approach of all the people involved in the programme / Davant la complexitat del context educatiu actual el repte d'iniciar-se en la professió docent no és fàcil. En aquest context, el desenvolupament professional esdevé un component essencial per mantenir i millorar les habilitats personals i professionals (Friedman i Philips, 2001) i una oportunitat per donar resposta als dilemes que s'accentuen en els primers anys d’exercici docent. A Catalunya, des del curs 2006-2007 s'aplica el programa d'inserció professional Comencem Bé, que té com objectiu ajudar el docent novell a desenvolupar la seva professió. En el marc teòric es concreta el concepte i models de desenvolupament professional centrant-se en el mentoring i els programes d'inducció a la docència. En el marc pràctic es presenta una investigació sobre el procés de tutoria del primer any d'experiència docent en centres de Catalunya, que aporta la percepció dels quatre agents que participen al programa: interins, tutors, inspecció educativa i equips directius