The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).

Thesis (EdD) -- Australian Catholic University, 2006. / Submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 180-192. Also available in an electronic format via the internet.

Orientador: Arlete de Jesus Brito / Resumo: Na década de 1970, foi implantado o Projeto Logos II em alguns estados do Brasil, com objetivo de formar professores não habilitados que estavam atuando em sala de aula nas quatro primeiras séries do 1º Grau. Em regime emergencial, esse programa habilitava em nível de segundo grau e magistério, trabalhava com o ensino a distância no sistema modular. Em Rondônia, estudos apontam que o Projeto foi desenvolvido de 1976 a 1994, mas, apesar de sua importância para a educação, uma vez que foi um dos primeiros no estado e representou uma possível via de entrada de propostas educacionais, não há pesquisas que tratem especificamente da formação dos cursistas do Logos II. Assim, a pesquisa aqui delineada, tem como objetivo elaborar uma interpretação histórica a partir dos materiais didáticos do Logos II, estabelecendo relações com os depoimentos dos professores rondonienses que abordam o cotidiano escolar da época em que cursaram o referido projeto (1976 a 1994). Como fontes, foram considerados os módulos, as legislações, as fichas de matrículas, os históricos escolares, os diplomas e outros documentos dos cursistas referentes ao Logos II, além disso, analisamos também as entrevistas que foram realizadas com professores-cursistas nas cidades de Ariquemes, Pimenta Bueno e Vilhena, amostras de locais onde o projeto funcionou. Como aportes teórico-metodológicos, têm-se, principalmente, o paradigma indiciário de Ginzburg (1989; 2002; 2008), o conceito de documento como citado por Le Goff (... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In the 1970s, the Logos II Project was implemented in some states of Brazil, aiming to train unqualified teachers who were working in the classroom in the first four grades of the first et school. In an situation, this program enabled at the second level and teaching, it mas developed with distance learning in modular system. In Rondônia, studies indicate that the Project was developed from 1976 to 1994, but despite its importance for education, since it was one of the first in the state and represented a possible way of disseminate educational proposals, there is no research about specifically training of the students of Logos II. The purpose of this research is to elaborate a historical interpretation based on the Logos II didactic material, establishing relations with the testimonies of the Rondonians teachers who approach the school daily life of the period in which they studied the project (1976 to 1994). As sources, we considered the modules, legislation, enrollment forms, school records, diplomas and other documents of the trainees referring to Logos II, in addition, we also analyzed the interviews that were carried out with teachers-students in the cities of Ariquemes , Pimenta Bueno and Vilhena, samples of places where the project worked. As a theoretical-methodological contribution, the Ginzburg (1989, 2002; 2008) paradigm, the concept of a document as quoted by Le Goff (2003), the critique of Bloch's paper (2001), the triangulation of data of Mathison (1988), Peter... (Complete abstract click electronic access below) / Doutor

The purposes of the study were to examine: (1) the opinions of the lay faculty and the administrators regarding the role of the lay faculty in academic governance; (2) the importance of selected internal devices and impediments that facilitate or hinder lay faculty participation; and (3) the influence of the Vatican II decrees regarding lay faculty participation in governance. The population for the study consisted of 154 full time lay faculty and 31 administrators from 5 Catholic colleges in Indiana.The principal research instrument was a seventy item questionnaire directed at obtaining responses to a series of forced-choice decisional activities and encouraging written commentaries illustrating some basic issues in Catholic college governance practices. A visit to each college and a review of the college publications supplemented the responses received in the questionnaire.The principal analytical method employed was a t-test of independent groups at .05 level of probability applied to the means and standard deviations of the response on the decisional activities in Part One of the questionnaire. Percentages and the means were calculated for the responses in Part Two which was concerned with the importance of selected variables that facilitated or hindered lay faculty participation in governance. Percentages were also used in Part Three, demographic information, to construct a profile of the lay faculty and administrators at Catholic colleges. A review of the literature supplemented the statistical analysis of the data.The data were reported under the following divisions:1. Part One - The responses on the twenty-nine decisional activities concerning academic affairs, student affairs, personal and financial affairs, and public-alumni affairs were statistically analyzed to examine the difference in opinions between the lay faculty and the administration.2. Part Two - Means and percentages were employed in ranking the importance of selected variables that facilitate or hinder lay faculty participation in governance.3. Part Three - A profile was constructed using such factors as age, sex, highest degree held, years at the college, and rank to compare the lay faculty and the administrators at the Catholic colleges in the study.4. Narrative summaries supplemented the data reported in tables in each part of the study.The findings of the study support the following conclusions:1. The faculty and administrators indicated that the faculty role was more predominant in the academic affairs than in areas of student affairs, personal and financial affairs, public and alumni affairs.2. The administrators felt that the faculty role in academic governance was greater than the role indicated by the faculty.3. There were similarities in the findings of this study as compared to the findings in the Archie Dykes and American Association of University Professors studies Similarities were noted in the predominance of the faculty role in academic affairs and the predominance of the administrators role in the area of financial affairs.4. In rating the usefulness of the participatory devices, the most important finding was that, except for departmental meetings and faculty senate, none of the devices were rated very high in providing opportunities for meaningful faculty participation.5. Ranked last among the devices, the local chapter of the American Association of University Professors, was nonetheless, viewed as having some usefulness in affecting faculty participation.6. The feelings that too much time was spent in meetings and committees belaboring various points, and faculty apathy, were ranked as the two most important factors inhibiting faculty participation in academic governance.7. The Vatican II decrees were viewed as exerting a mild influence upon the implementation of faculty participation in academic governance.8. The governing boards of the Catholic colleges were viewed, by the majority of the respondents, as being unavailable to the faculties.9. A majority of the respondents indicated that they were not aware of the colleges adopting the American Association of University Professors Statement on Governance.

Submitted by CRISTIANE TALITA GROMANN DE GOUVEIA null (thalita_hehe@hotmail.com) on 2016-02-05T13:40:23Z No. of bitstreams: 1 Dissertação Cristiane Talita Gromann de Gouveia_Final.pdf: 4200047 bytes, checksum: efdaa4de308c6a544feece3228d21cb5 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-02-05T18:59:38Z (GMT) No. of bitstreams: 1 gouveia_ctg_me_rcla.pdf: 4200047 bytes, checksum: efdaa4de308c6a544feece3228d21cb5 (MD5) / Made available in DSpace on 2016-02-05T18:59:38Z (GMT). No. of bitstreams: 1 gouveia_ctg_me_rcla.pdf: 4200047 bytes, checksum: efdaa4de308c6a544feece3228d21cb5 (MD5) Previous issue date: 2016-01-28 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Na década de 70 do século XX, em alguns estados do Brasil, foi implantado o Projeto Logos II, com o objetivo de formar, em regime emergencial, professores que eram leigos, habilitados em segundo grau para exercício do magistério. Esse programa trabalhava com sistema modular e possuía um plano de atividades diversificado e flexível, no qual o aluno estabelecia seu próprio ritmo de aprendizagem. Os encontros com o orientador de ensino eram mensais, quando aconteciam também as aplicações de testes. No estado de Rondônia (extinto Território Federal de Rondônia), levantamentos apontam que o Projeto foi desenvolvido entre as décadas de 1970 a 1990. Assim, as questões que norteiam esta pesquisa são: como se deu a implantação do projeto-piloto e quais foram as mudanças na organização política-pedagógica do Projeto Logos II em Rondônia? Dessa forma, o estudo que propomos tem como objetivo elaborar uma interpretação histórica sobre a implantação e funcionamento do projeto-piloto do Projeto Logos II no estado de Rondônia, bem como analisar as mudanças na sua organização política-pedagógica ao longo do tempo. A investigação situa-se na área da História da Educação, com ênfase na formação de professores, e segue, na historiografia, a corrente "História Cultural", tendo como aportes teóricos, principalmente, o paradigma indiciário de Carlo Ginzburg, o conceito de “história cultural” de Peter Burke, a crítica ao documento de Marc Bloch, o documento/monumento como posto por Jacques Le Goff e, finalmente, as teorias sobre os diversos tipos de memória de Maurice Halbwachs. Como fontes históricas foram consideradas as legislações, fichas de matrículas, históricos escolares, diplomas, módulos, fotos de alunos e professores, além de outros documentos, bem como entrevistas que foram realizadas com alunos, professores e coordenadores da cidade de Vilhena-RO. Constatamos como principais resultados a mudança no perfil do projeto entre a época do Governo da Ditadura Militar, com um controle centralizado, e a da Nova República, baseada em valores democráticos, o que influenciou na descentralização do Logos II, deixando o programa de ser responsabilidade da esfera Federal e passando a ser controlado pelos estados. Com o passar do tempo, o Projeto, que inicialmente era pautado no modelo tecnicista Taylorista/Fordista, seguiu o fluxo das mudanças ocorridas na educação no país e passou a adotar as características do modelo Toyotista. No Logos II, vimos os indícios do modelo Toyotista por diversas vias, como, por exemplo, pelo controle da qualidade por meio das provas abrangentes. Na estrutura do projeto, houve mudanças na função do supervisor docente e orientador de aprendizagem, que passaram a ser uma única função. Os conteúdos dos módulos passaram por reajustes à medida que o MEC e o CETEB foram percebendo a necessidade. No início do programa, o Estágio era supervisionado, depois passou a ser não supervisionado, tendo como apoio os Encontros Pedagógicos e o microensino, e, posteriormente, voltou a ser supervisionado - porém, como uma fusão dos dois modelos anteriores. / In the 1970s, in some states of Brazil, the Project Logos II was implemented, aiming at rapidly training teachers who were laymen, certified to teach having only completed their secondary education. The program worked with a modular system and had a diverse and flexible plan of activities, in which the students were able to establish their own learning pace. There were monthly meetings with the educational advisor, when the application of tests also took place. In the state of Rondônia (former Federal Territory of Rondônia), surveys show that the project was developed between the 1970s and the 1990s. So, the questions that guide this research are: how was the implementation of the pilot project and what were the changes in the political and pedagogical organization of the Project Logos II in Rondônia? This way, the study that we propose aims at developing a historical interpretation of the implementation and execution of the pilot project of the Logos II in the state of Rondônia and at analyzing the changes in its political and pedagogical organization over the time. The research is placed in the area of the History of Education, with emphasis on teacher training, and follows, in historiography, the “Cultural History” movement and has as its theoretical contributions, mainly, Carlo Ginzburg’s paradigm of evidence, Peter Burke’s “cultural history” concept, Marc Bloch’s documentary criticism, the document/monument as in Jacques Le Goff and, finally, Maurice Halbwachs’ theories on the various types of memory. Taken as historical sources were the laws, the enrollment records, the school transcripts, the diplomas, the modules, photos of students and teachers, as well as other documents and interviews that were conducted among students, teachers and coordinators in the city of Vilhena-RO. As a main result, we concluded that there was a shift in the profile of the project between the period of the Military Dictatorship, with centralized control, and of the New Republic, based on democratic values, which influenced the decentralization of the Logos II, withdrawing responsibility from the Federal Government and passing it on to the states. Over the time, the project, which was initially based on the Taylorist/Fordist technicist model, followed the flow of changes in the national education and started to adopt the characteristics of the Toyotism. In Logos II, we saw the evidences of the use of the Toyotism in various aspects as, for example, in quality control by the means of comprehensive tests. In the structure of the project, there were changes in the functions of the teaching supervisor and of the learning advisor, which merged into a single position. The contents of the modules went through readjustments as Ministry of Education and the CETEB realized its necessity. In the beginning of the project, the internship program was supervised, then it became unsupervised, counting on the support from the Pedagogical Meetings and the microteaching, subsequently, it became supervised again - however, as a fusion of the two previous models. / FAPESP: 2014/01638-1

Este trabalho teve como ponto de origem a prática pedagógica de professores amazônidas, ribeirinhos e da floresta, que ingressaram no magistério na condição de professores leigos. Alguns, sem ter completado sequer as quatro primeiras séries do ensino fundamental. Outros, sem possuir, eles próprios, sequer o nível de escolaridade no qual lecionavam. Saltou-me aos olhos, em sua prática, a autoridade com que eles assumiam a função docente, a despeito de sua formação escolar incompleta ou precária, agravada pelas suas condições extremamente adversas de trabalho, em escolas palafitas, à beira-rio, ou em ranchos de palha na floresta, com turmas multisseriadas. Empenhada em entender como tal prática pedagógica se torna possível, defini como objetivo de minha pesquisa: compreender como alguém se torna professor à margem do sistema oficial de formação e credenciamento, ou seja, que dispositivos autorizam e legitimam um professor leigo a ocupar o lugar de quem ensina. Para esse fim, analisei redações (sob o título "Como me tornei professor(a)?") de dezesseis professores que começaram a lecionar na condição de leigos, nas quais eles relatam e significam a sua trajetória no magistério. Adotei como estratégia de pensamento a análise de discurso tal como formulada por Marlene Guirado: uma leitura institucional do discurso. Essa análise de discurso ocupa-se do modo como se dão, nos discursos dos sujeitos, os efeitos de reconhecimento e desconhecimento de suas práticas institucionais. Ao mesmo tempo, adotei o conceito de transferência para compreender como, na recuperação de sua trajetória profissional, os professores estabeleciam significações com a sua história pessoal, com as figuras de professores exemplares que marcaram suas vidas, com a instituição escolar e com a pedagogia moderna (prática discursiva dominante a partir da qual todo esse tecido de significações se mostrou possível nas redações). A análise dessas redações mostra que tornar-se professor é constituir, repetir, (re)produzir, de modo singular, uma prática discursiva institucional, prática que é, ela mesma, o dispositivo que autoriza o professor, inclusive o leigo, a ocupar o lugar de quem ensina. No ponto de chegada deste estudo, evidenciou-se também que esses dispositivos de autorização não são peculiares à docência leiga. Os resultados nos permitem afirmar, de modo geral, que tornar-se professor é ocupar o lugar de quem ensina, lugar este que passa a existir conforme o sujeito nele se enuncie. Finalizo a tese postulando a docência leiga como uma descontinuidade no discurso da pedagogia moderna, não obstante, paradoxalmente, ser parte dele. / This study had as a starting point the pedagogical practice of Amazonian teachers who lived on the banks of the rivers or in the forest and who started working in the condition of lay teachers. Some of them had not even completed their first four years of elementary school. Some had not themselves even reached the level of schooling they were teaching at. It caught my attention, in their practice, the authority they invested themselves with, as they took over their positions as teachers in spite of their incomplete or deficient educational background made worse by their extremely adverse conditions of working, in schools built on stilts on the banks of the river, or in straw shacks in the forest, with multi-level classes. Willing to understand how such a pedagogical practice is possible, I set as the objective of my research project to understand how someone becomes a teacher apart from the official system of schooling and certification, that is, what resources entitle and legitimate a lay teacher to occupy the teaching position. In order to achieve that objective, I analyzed compositions (under the title How did I become a teacher?), written by sixteen teachers who started working as lay teachers, in which they tell about and interpret the path they followed in their teaching careers. I drew on discourse analysis as proposed by Marlene Guirado: an institutional discourse reading. This type of analysis deals with the way the effects of recognition and ignorance take place in individual discourses, in institutional practices. At the same time I adopted the concept of transference to understand how, as they reconstructed their professional career, the teachers constructed meanings related to their personal histories, to teachers who represented key roles in their lives, to school as an institution, and to modern pedagogy (the prevailing discursive practice from where all this network of meanings was possible in the compositions). The analysis of the compositions showed that becoming a teacher means constructing, repeating, (re)producing, in a particular way, an institutional discursive practice that is in itself the resource which entitles the teacher, including the lay teacher, to take over the position of the one who teaches. At the end of the study it was also possible to assume that those resources are not restricted to lay teaching. The results allow us to state that, in general, becoming a teacher is taking over the position of the one who teaches, a position that comes to existence just as the subject expresses himself or herself within it. I conclude this dissertation arguing that lay teaching consists in a discontinuity in modern pedagogy discourse, in spite of, paradoxically, being part of it.

Este trabalho teve como ponto de origem a prática pedagógica de professores amazônidas, ribeirinhos e da floresta, que ingressaram no magistério na condição de professores leigos. Alguns, sem ter completado sequer as quatro primeiras séries do ensino fundamental. Outros, sem possuir, eles próprios, sequer o nível de escolaridade no qual lecionavam. Saltou-me aos olhos, em sua prática, a autoridade com que eles assumiam a função docente, a despeito de sua formação escolar incompleta ou precária, agravada pelas suas condições extremamente adversas de trabalho, em escolas palafitas, à beira-rio, ou em ranchos de palha na floresta, com turmas multisseriadas. Empenhada em entender como tal prática pedagógica se torna possível, defini como objetivo de minha pesquisa: compreender como alguém se torna professor à margem do sistema oficial de formação e credenciamento, ou seja, que dispositivos autorizam e legitimam um professor leigo a ocupar o lugar de quem ensina. Para esse fim, analisei redações (sob o título "Como me tornei professor(a)?") de dezesseis professores que começaram a lecionar na condição de leigos, nas quais eles relatam e significam a sua trajetória no magistério. Adotei como estratégia de pensamento a análise de discurso tal como formulada por Marlene Guirado: uma leitura institucional do discurso. Essa análise de discurso ocupa-se do modo como se dão, nos discursos dos sujeitos, os efeitos de reconhecimento e desconhecimento de suas práticas institucionais. Ao mesmo tempo, adotei o conceito de transferência para compreender como, na recuperação de sua trajetória profissional, os professores estabeleciam significações com a sua história pessoal, com as figuras de professores exemplares que marcaram suas vidas, com a instituição escolar e com a pedagogia moderna (prática discursiva dominante a partir da qual todo esse tecido de significações se mostrou possível nas redações). A análise dessas redações mostra que tornar-se professor é constituir, repetir, (re)produzir, de modo singular, uma prática discursiva institucional, prática que é, ela mesma, o dispositivo que autoriza o professor, inclusive o leigo, a ocupar o lugar de quem ensina. No ponto de chegada deste estudo, evidenciou-se também que esses dispositivos de autorização não são peculiares à docência leiga. Os resultados nos permitem afirmar, de modo geral, que tornar-se professor é ocupar o lugar de quem ensina, lugar este que passa a existir conforme o sujeito nele se enuncie. Finalizo a tese postulando a docência leiga como uma descontinuidade no discurso da pedagogia moderna, não obstante, paradoxalmente, ser parte dele. / This study had as a starting point the pedagogical practice of Amazonian teachers who lived on the banks of the rivers or in the forest and who started working in the condition of lay teachers. Some of them had not even completed their first four years of elementary school. Some had not themselves even reached the level of schooling they were teaching at. It caught my attention, in their practice, the authority they invested themselves with, as they took over their positions as teachers in spite of their incomplete or deficient educational background made worse by their extremely adverse conditions of working, in schools built on stilts on the banks of the river, or in straw shacks in the forest, with multi-level classes. Willing to understand how such a pedagogical practice is possible, I set as the objective of my research project to understand how someone becomes a teacher apart from the official system of schooling and certification, that is, what resources entitle and legitimate a lay teacher to occupy the teaching position. In order to achieve that objective, I analyzed compositions (under the title How did I become a teacher?), written by sixteen teachers who started working as lay teachers, in which they tell about and interpret the path they followed in their teaching careers. I drew on discourse analysis as proposed by Marlene Guirado: an institutional discourse reading. This type of analysis deals with the way the effects of recognition and ignorance take place in individual discourses, in institutional practices. At the same time I adopted the concept of transference to understand how, as they reconstructed their professional career, the teachers constructed meanings related to their personal histories, to teachers who represented key roles in their lives, to school as an institution, and to modern pedagogy (the prevailing discursive practice from where all this network of meanings was possible in the compositions). The analysis of the compositions showed that becoming a teacher means constructing, repeating, (re)producing, in a particular way, an institutional discursive practice that is in itself the resource which entitles the teacher, including the lay teacher, to take over the position of the one who teaches. At the end of the study it was also possible to assume that those resources are not restricted to lay teaching. The results allow us to state that, in general, becoming a teacher is taking over the position of the one who teaches, a position that comes to existence just as the subject expresses himself or herself within it. I conclude this dissertation arguing that lay teaching consists in a discontinuity in modern pedagogy discourse, in spite of, paradoxically, being part of it.

Made available in DSpace on 2014-08-20T13:48:10Z (GMT). No. of bitstreams: 1 Lisiane Sias Manke_Dissertacao.pdf: 6746833 bytes, checksum: db728660236985bc3959e513fafd1230 (MD5) Previous issue date: 2006-12-05 / This dissertation has as it main focus the history lives of primary lay teachers, that is, teachers that started their professional lives without specific teaching formation. The aim of this study, however, is to investigate the social and professional trajectory of these teachers, searching for a discussion about how did they become teachers and their pedagogical practice. This research was done based on the history of thirteen primary lay teachers. The data gathering happened in two different ways: oral and written. The oral ones, were collected through free interviews, in which they had the freedom to speak about their personal and professional trajectories. The written ones, were given by the teachers or found in a school file, such as diary books, granted orientation for rural teachers, tests, certificates, and others. Nevertheless, the memory of primary lay teachers happened to be the main source. The thirteen teachers analyzed, started their professional activities in the rural area of Pelotas, between the decades of 1960 and 1980, having studied between the 5th grade to end of primary school. / Esta dissertação tem como foco principal a história de vida de professoras primárias leigas, isto é, professoras primárias que iniciaram a profissão sem formação específica para o magistério. O objetivo deste estudo, portanto, é o de investigar a trajetória social e profissional destas professoras, buscando estabelecer uma discussão sobre como tornaram-se professoras e a forma pela qual desenvolveram a prática pedagógica. A pesquisa foi realizada com base na história de vida de treze professoras primárias leigas. A coleta de dados ocorreu a partir de dois tipos de fontes: orais e escritas. As fontes orais foram coletadas através de entrevistas livres, nas quais as depoentes tiveram a liberdade de falar sobre sua trajetória pessoal e profissional. As fontes escritas foram disponibilizadas pelas próprias professoras ou, ainda, localizadas no arquivo de uma determinada escola, e constituem-se em cadernos diários, subsídios orientadores para professores rurais, provas, certificados, entre outros. No entanto, a memória de professoras leigas apresenta-se como a principal fonte de pesquisa. As treze professoras analisadas iniciaram as atividades profissionais na zona rural do município do Pelotas, entre as décadas de 1960 e 1980, com escolaridade variando entre 5ª série do ensino primário e o ginasial.

Orientador : Dario Fiorentini / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T14:14:19Z (GMT). No. of bitstreams: 1 Reis_MariaElidiaTeixeira_D.pdf: 1443802 bytes, checksum: 071ccc67bdf1398f08e8092fe7ce513e (MD5) Previous issue date: 2007 / Resumo: Esta pesquisa analisou um processo de formação de professores leigos, em serviço, que tinha como objetivo responder à seguinte questão investigativa: Como os professores â?¿ principalmente leigos em serviço â?¿ percebem, narram e evidenciam as contribuições e as limitações da formação acadêmica ocorrida durante um curso emergencial de Licenciatura Plena Parcelada (LPP) em Matemática, especialmente em relação à sua prática e aos seus saberes docentes em Geometria? Para respondê-la, foi realizado um estudo de caso qualitativo de uma turma de Matemática de LPP da cidade de Jataí, Goiás, envolvendo uma investigação mais aprofundada de dois de seus participantes que possuíam mais de dez anos de experiência docente. O material de análise e interpretação foi constituído por questionários aplicados à turma, documentos relativos ao projeto de LPP, entrevistas semi-estruturadas realizadas com três professores-formadores do curso e com os dois professores-alunos que tiveram suas aulas observadas. O processo de análise e interpretação desse material foi desenvolvido em torno de três eixos: (1) A exploração e a valorização dos saberes da experiência e a relação destes com os saberes da formação acadêmica no curso de LPP em Matemática. (2) Os problemas, limites e dificuldades enfrentados pelos professores-alunos e professores-formadores no decorrer do curso. (3) O que pensam e relatam os docentes alunos e formadores a respeito das contribuições desse curso. Os resultados mostraram que o curso de LPP em Matemática investigado, de um lado, contribuiu para que os professores leigos obtivessem a qualificação profissional almejada e exigida pela atual legislação, mas, de outro, apresentou poucas evidências de desenvolvimento profissional de seus participantes. Essa conclusão apóia-se no fato de que, embora o projeto de LPP do Estado de Goiás tivesse, no papel, o propósito de articular teoria e prática, na prática, os saberes experienciais e a prática pedagógica dos professores-alunos não foram valorizados/explorados e nem tomados como objeto efetivo de reflexão e problematização durante o curso. Talvez essa seja a principal razão pela qual seus participantes tenham apresentado poucos indícios de mudança de suas práticas e de seus saberes docentes relativos ao ensino de Geometria / Abstract: This research was aimed at analyzing the educational process of a group of lay teachers during a period of teaching activity, seeking to answer the following investigative question: How do teachers â?¿ especially lay teachers during teaching activity â?¿ perceive, narrate, and elicit the contributions and limitations to academic education acquired during a remedial emergency course of full partitioned licensorship (â?¿Licenciatura Plena Parceladaâ??, or LPP) on mathematics, especially in relation to their practice and their teaching knowledge in geometry? In order to answer this question, a qualitative case study of a mathematics LPP group was carried out in the city of Jataí, Goiás, involving a deeper investigation of two of its participants, who had been through over ten years of teaching experience. The material for analysis and interpretation was composed of questionnaires answered by the group, documents related to the LPP project, semi-structured interviews with three teachers-educators of the course and two teachers-students who had their classes observed. The process of analysis and interpretation of this material was developed on three bases: (1) The exploration and valorization of experience knowledge and its relation to the knowledge from academic education in the mathematics LPP course; (2) the problems, limits and difficulty faced by teachers/students and teachers/educators during the course; and (3) what teachers-students and educators think and tell about the contributions of this course. The results showed that, on the one hand, this LPP mathematics course has made it possible for the lay teachers to have the professional qualification that they desired and that is legally required, but, on the other hand, it has presented little evidence of professional development for its participants. This conclusion is drawn from the fact that, although the LPP project in the state of Goiás had been planned to connect theory and practice, the experience knowledge and the teachers-studentsâ?¿ pedogogical practice were not actually valued or explored; neither were they taken as the real object of reflection and questioning throughout the course. Maybe this is the main reason why its participants presented few signs of change in their teaching habits and knowledge regarding geometry teaching / Doutorado / Educação Matematica / Doutor em Educação

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Situada no campo da histÃria e memÃria da educaÃÃo, esta pesquisa investiga o processo de formaÃÃo e profissionalizaÃÃo de professoras leigas do municÃpio de ItapiÃna/CE. Objetivou-se investigar a constituiÃÃo das trajetÃrias de formaÃÃo e profissionalizaÃÃo de professoras leigas da zona rural do municÃpio de ItapiÃna/CE, entre o final da dÃcada de 1960 a 1990, perÃodo em que as professoras vivenciaram suas experiÃncias docentes e cursaram o 1 e 2 graus atravÃs dos cursos de qualificaÃÃo destinados aos professores. Para tal intento, utilizou-se a histÃria oral enquanto mÃtodo de investigaÃÃo, tendo por base as entrevistas narrativas, nas quais um grupo de 10 (dez) professoras discorreu acerca de seus processos de formaÃÃo e profissionalizaÃÃo docentes. A anÃlise foi feita a partir de fragmentos significativos das narrativas dos sujeitos. O aporte teÃrico utilizado baseou-se nos postulados de Certeau (2002), Hobsbawm (1995) e Le Goff (2005) acerca da compreensÃo da histÃria e de sua escritura. Com relaÃÃo à HistÃria Oral, buscaram-se as idÃias de Thompson (1992) e Jucà (2001). A respeito das histÃrias de vida tiveram-se as contribuiÃÃes de Souza (2006) e Jucà (2001). As anÃlises das narrativas referentes à formaÃÃo e profissionalizaÃÃo docentes apoiaram-se nas idÃias de ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) e Tardif & Lessard (2007). Sobre as questÃes relativas aos professores leigos corroboraram Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). Jà em relaÃÃo aos cursos de qualificaÃÃo de professores leigos foram imprescindÃveis as idÃias de Tesser (1992), Sousa & Dreifuss (1986) e Onesti (1985). A anÃlise das narrativas possibilitou evidenciar o modo como as professoras vivenciaram suas experiÃncias de formaÃÃo escolar situadas num contexto de dificuldades e de superaÃÃo. Mostram ainda as condiÃÃes precÃrias de trabalho no inÃcio da profissÃo docente e a sistemÃtica da realizaÃÃo dos cursos de qualificaÃÃo de 1 e 2 graus destinados aos professores leigos. A investigaÃÃo demonstra que os elementos do contexto histÃrico e geogrÃfico de dada regiÃo influenciam direta ou indiretamente as aÃÃes dos sujeitos forjando estratÃgias de superaÃÃo ou acomodando-se ao meio em que estÃo situados. Elucida que a dinÃmica do processo investigativo se dà num movimento de construÃÃo que favorece a compreensÃo dos fenÃmenos sociais, mesmo que se perceba os limites da ciÃncia, visto que a realidade à sempre mais complexa. Evidencia que a formaÃÃo e a profissionalizaÃÃo docente sÃo processos que estÃo intrinsecamente ligados, visto que se inter-relacionam e se completam num movimento contÃnuo de aprendizagem e modificaÃÃes que vivem cada docente. O estudo demonstra ainda que a formaÃÃo feita de modo aligeirado fragmenta o saber necessÃrio a uma boa atuaÃÃo docente, embora favoreÃa a melhoria da prÃtica educativa. Considera tambÃm a necessidade de outras investigaÃÃes, sobretudo, no que diz respeito aos resultados do trabalho dos professores leigos / Placed in the realm of history and memory of education, this research investigates the process of education and professionalization of lay teachers in the town of ItapiÃna/CE. The aim was to investigate the constitution of trajectories of education and professionalization of lay teachers of the rural area of the town ItapiÃna/CE, between the end of the 1960âs to 1990, period in which the teachers lived their teaching experiences and received their elementary, middle and high school diplomas through the qualification programs aimed at teachers. For that, oral history was employed as the investigation method, underpinned by narrative interviews, in which a group of 10 (ten) teachers talked about their processes of teacher education and professionalization. The analysis was made from meaningful fragments of the narratives of the subjects. The theoretical framework employed was based on the postulates of Certeau (2002), Hobsbawm(1995) and Le Goff (2005) on the understanding of history and its writing. In what regards Oral History, the ideas of Thompson (1992) and Jucà (2001) were sought. Regarding life histories there were the contributions of Souza (2006) and Jucà (2001). The analyses of the narratives regarding teacher education and professionalization were based on the ideas of ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) and Tardif & Lessard (2007). The issues regarding lay teachers were corroborated by Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). As to what concerns the qualification programs for lay teachers, the ideas of Tesser (1992), Sousa & Dreifuss (1986) and Onesti (1985) were indispensable. The analyses of the narratives made possible to evidence the way that lay teachers lived their experiences of school education situated within a context of difficulties and the overcoming of limitations. They also show the precarious working conditions in the early stages of the teaching practice and the logistics of realization of the qualification programs of elementary, middle and high school levels for the lay teachers. The investigation demonstrates that the elements of the historical and geographical context of a given region influences directly or indirectly the actions of the subjects, yielding strategies to overcome limitations or to be satisfied with the environment in which they are situated. It elucidates that the dynamics of the investigation process takes place in a movement of construction that favors the understanding of the social phenomena, even if one perceives the limitations of Science, once reality is always more complex. It evidences that teacher education and professionalization are intrinsically linked processes, as they inter-relate and complete each other in a continuous movement of learning and changes that each teacher experiences. The study also demonstrates that the teacher education carried out hurriedly fragments the knowledge that is necessary to a good teaching performance, even though it favors the improvement of the educational practice. It also considers the need of further investigation, especially in what regards the outcomes of the work of the lay teachers.