Made available in DSpace on 2016-04-04T18:32:30Z (GMT). No. of bitstreams: 1 Silvia Regina Pincerato.pdf: 502504 bytes, checksum: 3546822bdc9e12c54d11290481014d43 (MD5) Previous issue date: 2006-06-21 / This current research, developed at the Teaching, Society and Culture Laboratory (LESC) and inserted into the university s research s line, graduation and formation of teachers, brings a critical study about the teacher s formation, starting from the wide dissemination and appropriation of the teacher s concepts and the reflexive attitude. It also talks about being a teacher in a group of constant formation at primary schools, trying to understand the role of this constant formation, what the teachers learn day-byday during the teaching formation process and the importance of the university in this formation process. It s an experiment which opted for the reconstitution of the stories about the teaching formation, through the writing of memorials, revealing that, throughout the exercise of their profession, the teachers have been behaving influenced by the affection-work atmosphere in a single scenery but at the same time it is marked by the feminine behaviour and ruled by the social, legal and regimental relations. This analysis allowed us to understand that the changes of the teachers attitudes will only be accomplished when the teachers extend and get conscious about their own actions, involved in a complex political, social and cultural mechanism which, direct or indirectly, can interfere on their professional life. It also showed us that the initial and constant formation policies hide its real interests because they don t reveal that, what is really important, is the adequacy of the social institutions to the features of the making-money process which disrespect its real characters and historical contexts. / A presente pesquisa, desenvolvida no Laborat?rio de Ensino, Sociedade e Cultura (LESC) e inserido na Linha de Pesquisa Universidade, Doc?ncia e Forma??o de Professores faz um estudo cr?tico sobre a forma??o docente partindo da ampla dissemina??o e apropria??o dos conceitos de professor e pr?tica reflexiva. Busca pelo ser professora no exerc?cio da profiss?o no interior de um grupo de forma??o continuada em servi?o de professoras da Educa??o Infantil, procurando compreender o papel da forma??o continuada, o que aprendem no dia-a-dia do processo formador e a import?ncia da Universidade no processo de forma??o. Uma pesquisa participante que optou pela reconstitui??o das hist?rias da forma??o docente por meio da escrita dos memoriais, revelando que, ao longo do exerc?cio da sua profiss?o, as professoras v?o construindo representa??es a partir da rela??o afeto-trabalho num espa?o ?nico e ao mesmo tempo p?blico marcado pela condi??o feminina, regido pelas rela??es sociais, legais e regimentais. A an?lise, nos permitiu compreender que, as transforma??es das pr?ticas docentes s? se efetivar?o a medida em que os professores ampliarem e tomarem consci?ncia da sua pr?pria pr?tica, envolvida num complexo mecanismo pol?tico, social, cultural, que, direta ou indiretamente interferem na sua atividade docente. Pol?ticas de forma??o inicial e continuada que escondem seus reais interesses, n?o revelando que, o que est? em jogo, ? a adequa??o das institui??es sociais ?s caracter?sticas do processo de produ??o do capital, que desconsidera seus reais personagens e contextos hist?ricos.