Made available in DSpace on 2016-04-27T16:57:33Z (GMT). No. of bitstreams: 1 Jeane do Socorro Costa da Silva.pdf: 4928983 bytes, checksum: b76a4c8272cb0d5de95999bbd432055b (MD5) Previous issue date: 2014-11-07 / Universidade do Estado do Pará / This research of qualitative type sought to identify both the difficulties faced by Mathematics teachers who teach young people and adults classes in the metropolitan area of Belem-Para and the perceptions of Mathematics undergraduate students on the reality of this type of teaching considering what they observed in the intership. This thesis was guided by the following research question: what common elements bring the voices of teachers and undergraduate students in order to contribute to a reflexive practice from the subjects Teaching Practice and Supervised Internship of Para State University- UEPA, based on the interlocution between school and university? The study aimed at analyzing the voices of experienced teachers and beginning teachers in relation to the challenges of the practice of the formers and to the opportunities of coexistence and confrontation of these challenges even during the training process. The theoretical frameworks of this research were grounded on: Garcia, Imbernón, Nóvoa, Tardif, Zeichner e Pimenta e Lima, concerning the initial training based on the approach between university and school, grounded on the scope of practice in a reflexive perspective; and on Haddad e Di Pierro, Gadotti, Haddad, Ribeiro, Arroyo, Galvão e Di Pierro, Fonseca e Barcelos, to discuss the bases of EJA and the teaching of Mathematics in this segment. The main characters of this research were two teachers of Mathematics who work in EJA classes and four trainees of Undergraduation Course of Mathematics of UEPA. Also took part of this study fifty and seven teachers of Mathematics who work in EJA classes around the metropolitan area of Belem and fourteen undergarduate students of Mathematics course. The research revealed the importance of the participation and insertion of future teachers in different segments of teaching, such as Young and Adult Education EJA; and it also showed the importance of giving voice to the Mathematics teacher who is working with EJA classes in Belem. The results contributed to think the intership based on the analysis and reflection of teaching practice experienced in it, in order to rebuild the views, beliefs and assumptions on EJA modality, with the support of the theoretical fundamentals. The reasearch revealed the importance of planning a lesson taking into account the specific characteristics of EJA students and the previous knowledge brought by them, whether school and life experience; it also allowed the trainees to experience some difficulties related to the teaching of Mathematics in EJA classes and to seek solutions to overcome them; and at last, it enabled an approach between school and university and a link between the theoretical and practical aspects. These results imply changes of an institutional culture grounded on problematization, discussion, decision-making by the university on the basis of a regional need and with a view to ensuring the rights of citizens to attend a quality school, even outside the expected regular time / Esta pesquisa de cunho qualitativo buscou identificar as dificuldades enfrentadas pelos professores de Matemática atuantes em turmas de jovens e adultos na região metropolitana de Belém e as percepções dos alunos licenciandos em Matemática sobre a realidade dessa modalidade de ensino a partir das observações no estágio. Esta tese foi orientada pela seguinte questão de investigação: que elementos comuns trazem as vozes dos professores atuantes e dos alunos em formação inicial para a contribuição de uma prática reflexiva a partir das disciplinas Prática de Ensino e Estágio Supervisionado da UEPA e pautada na interlocução entre a escola e a universidade? O estudo teve como objetivo analisar as vozes dos professores experientes e professores iniciantes, seja em relação aos desafios da prática dos primeiros, seja em relação às oportunidades de convivência e enfrentamento desses desafios ainda durante o processo de formação. Os referenciais teóricos que subsidiaram a pesquisa basearam-se em Garcia, Imbernón, Nóvoa, Tardif, Zeichner e Pimenta e Lima no que se refere às questões voltadas para uma formação inicial que privilegie a aproximação entre a Universidade e a escola e a perspectiva reflexiva. Para a discussão dos fundamentos sobre EJA e o ensino de Matemática nesse segmento, a pesquisa apoiou-se em Haddad e Di Pierro, Gadotti, Ribeiro, Arroyo, Galvão e Di Pierro, Fonseca e Barcelos. Os protagonistas privilegiados da pesquisa foram dois professores de Matemática atuantes em turma da EJA e quatro estagiários do curso de Licenciatura em matemática da Universidade do Estado do Pará UEPA. Também participaram do estudo cinquenta e sete professores de Matemática da região metropolitana de Belém que atuavam em turmas da EJA e quatorze licenciandos do curso de Licenciatura em Matemática. A pesquisa revelou a importância da participação e inserção dos futuros professores nos diferentes segmentos de ensino, como a Educação de Jovens e Adultos e também mostrou a importância de dar voz ao professor de Matemática que está atuando nas turmas de EJA em Belém. Os resultados obtidos neste estudo contribuíram para se pensar o Estágio a partir da análise e reflexão sobre as situações da prática docente nele vivenciadas com vistas a reconstruir as visões, crenças e concepções sobre a modalidade da EJA e com o apoio da fundamentação teórica. A pesquisa revelou a importância de se planejar uma aula levando em consideração as características específicas dos alunos da EJA e os conhecimentos prévios trazidos pelos alunos, sejam eles escolares ou da experiência de vida; também possibilitou aos alunos estagiários vivenciar algumas dificuldades em relação ao ensino de Matemática na EJA e a buscar soluções para suprir tais dificuldades; viabilizou, por fim, uma aproximação entre a escola e a universidade e um elo entre os aspectos teóricos e práticos. Esses resultados implicam mudanças de uma cultura institucional assentada na problematização, na discussão, na tomada de decisões pela universidade em função de uma necessidade regional e com vistas à garantia dos direitos dos cidadãos de frequentar uma escola de qualidade, mesmo que fora do tempo regular esperado

Made available in DSpace on 2016-04-27T16:57:51Z (GMT). No. of bitstreams: 1 dissertacao_rogerio_marques_ribeiro.pdf: 353055 bytes, checksum: 57c9c98065e6803f9a45baf5f58e254c (MD5) Previous issue date: 2005-12-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research, which deals with the continuous formation of mathematics teachers, was carried out within the Mathematics Studies Program of Post-graduation at PUC/SP. Its main focus was a specialization course in Mathematics Education of a private school in the State of São Paulo. Two basic questions guided this study. The first one refers to the observation of this formation, which was centered in practical activities and tried to make teachers aware of the need for reflection and to highlight its importance, in order to boost their confidence so that they would reveal their concept systems, their knowledge and their practices. The second one refers to the observation of the performance, in classroom, of two teachers who were participating in this formation course. Thus, the main objective of this research was to answer the following questions: (i) What contribution can a continuous formation course, which proposes to build up an understanding which would lead to a reflective approach about their practices, bring to the professional development of the mathematics teacher? (ii) What is the impact of teacher s actions in the classroom, as a consequence of his reflections in the continuous formation process? For our data collection, we have adopted an interpretative methodological approach and two studies of qualitative cases were carried out. After the data analysis, we came to the conclusion of the importance of a tearcher s formation course based on a reflexive approach about their practice, as well as of its contribution to professional development of the teacher / A presente pesquisa, que está inserida na área da formação continuada de professores de Matemática, foi realizada no âmbito do Programa de Estudos Pós-Graduados em Educação Matemática da PUC/SP e teve como foco um curso de especialização em Educação Matemática de uma instituição particular do Estado de São Paulo. As questões básicas abordadas neste estudo referem-se, primeiro, à observação dessa formação, que foi centrada em atividades de índole prática e buscou incentivar a necessidade e evidenciar a importância da reflexão a fim de criar oportunidades para que os professores pudessem revelar seus sistemas de concepções, conhecimentos e práticas e, segundo, à observação de dois dos professores participantes desse curso atuando em sala de aula. Assim, o objetivo principal desta pesquisa foi procurar responder às seguintes questões: (i) Quais são as contribuições que um curso de formação continuada, que se propõe a desencadear uma abordagem reflexiva sobre a prática, pode trazer para o desenvolvimento profissional do professor de Matemática? (ii) Quais são os impactos em suas ações em sala de aula, em decorrência de suas reflexões no processo de formação continuada? Para nossa coleta de dados, adotamos uma abordagem metodológica de tipo interpretativo, tendo sido realizados um estudo de caso qualitativo com dois sujeitos. Após a análise dos dados, pudemos concluir sobre a importância de uma formação baseada em uma abordagem reflexiva sobre a prática e as contribuições para o desenvolvimento profissional do professor

Doctor of Philosophy / The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)

This paper explores a Master of Social Work (MSW) student's experiences in engagement with structural social work during an advanced practicum with a perinatal mental health project in Northeastern Ontario. The goals of the advanced practicum were to: (a) improve reflexive practice, (b) improve understanding of structural social work, specific to social justice, and (c) improve understanding of the role of structural social workers within inter-organizational collaborations. Deconstruction of the engagement with each of the goals and the challenges in facilitation of the objectives are reviewed. Though there are issues and dilemmas facing those who wish to engage in structural social work, this advanced practicum experience was successful in improving the student's engagement with structural social work praxis.

This thesis consists of a novel, eighteenth, and an exegesis, The ‘Lad Lit’ Dilemma: Institutional influences on creative writing practice. It will address my research question; how did institutional factors surrounding the publishing category of Lad Lit influence my creative practice in drafting and re-drafting the novel eighteenth? eighteenth is the story of Will Swift, a seventeen year-old Brisbane university student. Will is part of a close group of friends from high school. When he falls for Kate, family friend of his mate Simon, his first semester of study becomes more complicated than he might have expected. Will’s movement through these issues and character development is represented symbolically through four eighteenth birthday parties. The project’s exegesis then analyses the changing nature of the publishing industry in the last twenty years, and the implications of these changes for creative writers. Together, the two elements of this practice-led research will articulate the shift in the balance between the cultural and commercial imperatives of publishers, explain the impact of this shift for the publishing category of Lad Lit, and explore the ramifications of this for creative writing practitioners.

Doctor of Philosophy / The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)

Submitted by Marina Gómez (marinaizaki@gmail.com) on 2018-05-29T15:11:19Z No. of bitstreams: 2 Tese_Marina Ayumi Izaki Gómez_Versão BCO.pdf: 7117993 bytes, checksum: 83a9bb9dbf3880bbf70eb0df2bc91a70 (MD5) Carta_versão_final.pdf: 685629 bytes, checksum: e75054a94f9fc5ab6b1356b0a06623a2 (MD5) / Approved for entry into archive by Ronildo Prado (ri.bco@ufscar.br) on 2018-06-06T14:03:26Z (GMT) No. of bitstreams: 2 Tese_Marina Ayumi Izaki Gómez_Versão BCO.pdf: 7117993 bytes, checksum: 83a9bb9dbf3880bbf70eb0df2bc91a70 (MD5) Carta_versão_final.pdf: 685629 bytes, checksum: e75054a94f9fc5ab6b1356b0a06623a2 (MD5) / Approved for entry into archive by Ronildo Prado (ri.bco@ufscar.br) on 2018-06-06T14:03:36Z (GMT) No. of bitstreams: 2 Tese_Marina Ayumi Izaki Gómez_Versão BCO.pdf: 7117993 bytes, checksum: 83a9bb9dbf3880bbf70eb0df2bc91a70 (MD5) Carta_versão_final.pdf: 685629 bytes, checksum: e75054a94f9fc5ab6b1356b0a06623a2 (MD5) / Made available in DSpace on 2018-06-06T14:06:54Z (GMT). No. of bitstreams: 2 Tese_Marina Ayumi Izaki Gómez_Versão BCO.pdf: 7117993 bytes, checksum: 83a9bb9dbf3880bbf70eb0df2bc91a70 (MD5) Carta_versão_final.pdf: 685629 bytes, checksum: e75054a94f9fc5ab6b1356b0a06623a2 (MD5) Previous issue date: 2018-03-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The projection of Brazil in the political-economic scenario and the internationalization of Brazilian universities have amplified the demand for qualified professionals to teach Portuguese as a Foreign Language (PFL). As a consequence, it is acknowledged that PFL teachers must be prepared to deal with the challenges that arise from teaching their mother tongue as a foreign language, which highlight the necessity and relevance of studies focusing on the preparation process of PFL teachers. According to Leffa (2001), one of the most discussed topics within the teacher education is the importance to differentiate the term teacher education from the term training. The former is related to the teachers’ reflection process according to their own teaching practice, and the latter is connected to the execution of tasks that achieve immediate results. In order to foster the reflective practice, it seems to be necessary to create opportunities, so teachers can, collaboratively, with other colleagues, engage themselves in a process of developing a broader comprehension related to the teaching and learning processes. Therefore, it is relevant the presence of, at least, one expertise teacher. Following this premise, the overall objective of this study is to reflect on the teachers knowledge that pre-service teacher education operate in the teaching of Portugues as a Foreign Language or as a Second Language in immersion context. The specific goals of this study are to analyze expectations related to the teaching of PFL (prior teaching knowledge) presented by pre-service teachers, to verify which knowledge teachers operationalize in practice to deal with teaching specificities (linguistic and cultural), analyze the types of challenges teachers face when they are teaching their native language for speakers of other languages, and to explore context variables in teacher’s practice. This research is theoretically based on studies on reflective processes of teacher education and teachers knowledge (SHULMAN, 1987; SCHÖN, 2000; TARDIF E RAYMOND, 2000; LEFFA, 2001; CHARLOT, 2005; ZEICHNER, 2008; DUTRA, 2010, ALVAREZ, 2010; KANEKO-MARQUES, 2011; ROCHA E GILENO, 2016), and its methodology will rely upon an ethnographic qualititative perspective. The contexts of data collection were in Brazil (pre-service teacher education). We indicate as the main result of this research the need to carry out collaborative work with the pre- service teacher education and to create opportunities so that they can develop reflective practice on the pedagogical action. We expect that this study will contribute to a better understanding of specificities related to PFL teaching practice, in Brazilian contexts, allowing pre-service teachers to (re)define their pedagogical practices. / Com a projeção do Brasil no cenário político-econômico e a internacionalização das universida- des brasileiras, a demanda por profissionais qualificados para atuar no ensino do português língua estrangeira (PLE) tem aumentado significativamente. Como desdobramento dessa demanda, reconhecemos que o professor de PLE precisa estar preparado para enfrentar possíveis desafios de ensinar sua língua materna como idioma estrangeiro seja no Brasil ou no exterior, o que evi- dencia a necessidade e a relevância de trabalhos de pesquisa focalizando o processo de formação de professores dessa área. De acordo com Leffa (2001), um dos temas mais discutidos na área de formação de professores é a importância em diferenciar os termos formar e treinar. Formar está relacionado com o processo de reflexão do professor sobre a sua prática e o treinamento se refere à execução de tarefas cujo propósito é alcançar resultados imediatos por meio de avalia- ção de produto e não de processo. Para desenvolver a prática reflexiva se faz necessário criar oportunidades para que o professor, juntamente com outros professores, construa significados sobre o processo de ensino e aprendizagem de modo colaborativo. Nesse sentido, é relevante que um deles tenha mais experiência. Partindo dessa perspectiva, o objetivo geral desta pesquisa é refletir sobre saberes docentes com os quais os professores em formação operacionalizam o ensino de Português Língua Estrangeira e Segunda Língua, em contexto brasileiro. Os objetivos específicos são analisar expectativas sobre o ensino de PLE (saberes anteriores à prática) dos professores em formação, verificar quais saberes esses professores operacionalizam na prática para lidar com especificidades (linguísticas e culturais) relacionadas ao ensino, analisar possí- veis desafios que os professores enfrentam ao ensinar o português como língua estrangeira, e averiguar variáveis contextuais na atuação de professores em formação. O arcabouço teórico que fundamenta esta pesquisa é baseado em estudos sobre reflexão/processo reflexivo, formação de professores e saberes docentes (SHULMAN, 1987; SCHÖN, 2000; TARDIF E RAYMOND, 2000; LEFFA, 2001; CHARLOT, 2005; ZEICHNER, 2008; DUTRA, 2010, ALVAREZ, 2010; KANEKO-MARQUES, 2011; ROCHA E GILENO, 2016 e outros). A metodologia de pesquisa é fundamentada na abordagem qualitativa de base etnográfica e interpretativista. O contexto de coleta de dados refere-se à atuação de professores em formação no Brasil. Apontamos como resultado principal desta pesquisa a necessidade de realizar trabalho colaborativo com os pro- fessores em formação e criar oportunidades para que eles possam desenvolver prática reflexiva sobre a ação pedagógica. A expectativa é de que o desenvolvimento desta investigação possa contribuir para melhor compreensão de especificidades sobre o ensino de PLE, possibilitando que o professor em formação (re)signifique o fazer pedagógico.

Made available in DSpace on 2016-08-03T16:15:55Z (GMT). No. of bitstreams: 1 Luciana Utsumi.pdf: 1137597 bytes, checksum: 6fec74508383ac9ed2225852205f49ef (MD5) Previous issue date: 2004-11-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The following study consists of a procedural research through a qualitative approach in narrative format. It assumes the teacher s role as one of much responsibility demanding constant improvement as to achieve capability to carry out well succeeded pedagogical actions. The teacher herein mentioned, is one engaged in the teaching practice, acknowledging and reflecting upon the latter, not only prior to and during the preparation but also during the progress and still after with the objective of extracting from the actions, elements which aid in a constant improvement of the process. Under the above mentioned aspects, I wish to bring to your attention the reflexive practice of Teachers in Primary School, in the initial years of schooling, specially related to their well succeeded pedagogical actions in class, such being the subject studied and investigated in this dissertation. The data collection process of this study was acquired through 1) semistructured interviews 2) oral accounts, 3) class observation and 4) field notes. The data analysis, the discussion of the results and the possible follow up processes for the development of teachers were assembled and expressed taking into consideration principles and criteria of the Narrative Investigation. From the conclusion drawn from the result of the investigation, the following were underlined: a) Teachers carry out reflexive practices of different types and levels, however, such reflections are clearly related to their difficulties and to their pedagogical didactic conflicts, each within a specific action context; b) The Teachers are able to undergo reflection upon their action, as well as reflection about their action with a pedagogical-literature approach, although not expressing sociological, philosophical, political, anthropological, epistemological aspects- those aspects which bring more critical content and more criteria to reflection, in other words, reflexivity attributes. With the above mentioned, it is important to note the development of the school aligned with the development and professionalization of the teaching practice, through the consideration of each specific context following a search meaning movement for the teaching and learning practices. In my last thoughts, I encourage the reflexive teachers to engage in clear commitments with the future, in the present activity of their classroom setting, in order to acquire skills as to their pedagogic response to the educational needs of their students, who are part of and live in this complex 21st century society. / O presente estudo consiste numa pesquisa processual, de natureza qualitativa, expresso na modalidade narrativa. Tem como pressuposto que o papel do professor implica uma tal responsabilidade que resulta em exigência de aperfeiçoamento constante, para que este profissional possa apresentar-se capaz de uma ação pedagógica bem-sucedida. Um professor, assim caracterizado, corresponde ao profissional efetivamente engajado na prática docente, manifestando atitude de reflexão sobre esta mesma prática, não apenas antes, em sua preparação, mas durante o seu desenrolar e mesmo depois desta, procurando extrair da própria ação elementos que ajudem a constantemente melhorá-la. Sob tais aspectos, destaco a prática reflexiva de Professoras do Ensino Fundamental, nos anos iniciais de escolaridade, especialmente relativa a suas ações pedagógicas bem-sucedidas em aulas, que busco enfocar como objeto de estudo e de investigação nesta dissertação. A coleta de dados da pesquisa deu-se por meio de 1) entrevistas semi-estruturadas, 2) relatos orais, 3) observação de aulas e 4) notas de campo. A análise dos dados, a discussão dos resultados e os encaminhamentos possíveis para a formação de professores foram construídos e expressos levando em conta princípios e critérios da Investigação Narrativa. Das conclusões, tecidas à luz do que resulta desta investigação, destacam-se as que são assim enunciadas: a) as Professoras realizam práticas reflexivas de tipos e níveis diferentes, contudo, tais reflexões ocorrem visivelmente atreladas às suas dificuldades e aos seus conflitos didático-pedagógicos, cada qual em seu contexto específico de ação; b) As Professoras conseguem realizar reflexões na sua ação, bem como reflexões sobre a sua ação com aproximações à literatura pedagógica, ainda que com ausência de explicitação de aspectos sociológicos, filosóficos, políticos, antropológicos, epistemológicos, enfim, dos aspectos que conferem maior criticidade e critério à reflexão, ou seja, atributos de reflexividade. Em função disso, ressalto a importância do progresso da escola em consonância com o progresso e a profissionalização do trabalho docente, através da consideração de cada contexto específico num movimento de busca de sentido para o ensino e para a aprendizagem. Nas considerações finais, propugno para o professor reflexivo compromissos evidentes com o futuro, no presente de suas salas de aula, para que possa ter maior capacidade de resposta pedagógica às necessidades educativas dos seus alunos, que se inserem e vivem na complexa sociedade deste século XXI.

Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-10-27Bitstream added on 2014-06-13T19:52:40Z : No. of bitstreams: 1 mussolini_af_me_rcla.pdf: 306703 bytes, checksum: 2844e21933fc8c32b8ed7b5f32ed2d19 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Esta pesquisa trata da Formação Inicial de Professores de Matemática, em particular sobre o uso de tecnologia informática. Sabendo da problemática existente nos cursos de graduação, como, por exemplo, a desarticulação entre teoria e prática, entre formação universitária e realidade escolar, deteve-se na seguinte questão: Quais são as perspectivas, expectativas e dificuldades que os futuros professores apresentam quando refletem sobre uma prática educativa utilizando planilhas eletrônicas na escola básica?. A pesquisa contou com a participação de dois futuros professores de Matemática da UNESP de Rio Claro. Foram realizados três encontros de planejamento, dez encontros de intervenção em uma escola pública, e dez encontros de reflexão, que ocorreram sempre após cada intervenção. Os licenciandos tiveram a oportunidade de expor suas idéias sobre as experiências realizadas e, a partir de uma análise à luz do referencial teórico, foram extraindo temas que se referem às suas expectativas, perspectivas e dificuldades. Entre eles, a gestão da sala de aula e a transposição de conteúdo, a complexidade da sala de aula, como eles percebem os alunos, as condições de trabalho na escola, ser professor e o uso de tecnologia informática. / This research addresses the pre-service mathematics teacher education, in particular their practice with computer. Considering the problems concerning teacher education courses - as, for instance, the disarticulation between the theory and the practice, and between the university education and the school reality - it was formulated the following research question: What are the perspectives, expectations and difficulties that the future teachers experience when they reflect on an educational practice using spreadsheets at the basic school? The research was developed in collaboration with two future mathematics teachers from UNESP at Rio Claro, São Paulo, Brazil. It was organized three planning meetings, ten intervention meetings in a public school, and ten reflection meeting, that always took place right after each intervention meeting. The reflection meetings were videoed and transcribed. The data were analyzed with reference to the literature. Themes were identified that could be referred to their expectation, perspectives, and difficulties. These themes included: the teaching in the classroom and the transposition of the contents; the complexity of the classroom environment; the interaction with the students; the school working conditions; being a teacher; and the use of computers.

Made available in DSpace on 2016-06-02T19:36:04Z (GMT). No. of bitstreams: 1 TesePMF.pdf: 721226 bytes, checksum: 838a0058939b88e0936bb90661347e78 (MD5) Previous issue date: 2005-12-20 / The general aim of the present study was to investigate how the current public policies of educational inclusion have been translated by different educational agents, inserted in the context of regular education. We attempted at interpreting a same theme: educational inclusion policies , through the eyes of several educational agents. The research was made at municipal schools, during the administrative period between the years of 2001 and 2004. It was a qualitative research kind, in which the following subjects participated: two elementary school teachers, cycle I ( 3rd and 4th grades); an elementary municipal school director; an educational therapist who worked for the Municipal Education Office, with children considered in high risk situation; a pedagogy specialist, member of the State Education Office, who worked with minority groups inclusion, specially black minorities; and an educational therapist, responsible for the special education area, in the State Education Office. The theoretical approach on which this research was based on regarded the production of teachers knowledge and the investigations which try to understand the teacher s practical thought, his/her values, believes and reflective capacity. The data collecting procedures were divided into four steps: questionnaire application; interviews; observations and documental analysis. This study did not intend to provide ready to make recipes or elaborate a manual on how to handle inclusion; on the contrary, we tried to better understand how the established policies in theoretical terms have been made effective in the practical context and which feelings, perceptions and difficulties are faced by the ones who experienced it in their every day lives. The data collection and analysis allowed us to better understand the issue investigated, giving voices to the ones directly involved in the process, as well as provided interesting information to new research, supplying meaningful data which can be considered in the effective proposal for inclusive education. The main results obtained indicate that the different educational agents have different views on inclusive education policies, which make their actions distinctive. While administrators (members of the State Education Office) see some possibilities and no difficulties in the translation of the established policies, the teachers signed with a feeling of not being prepared and of difficulty in executing their role as professionals with an inclusive posture. We verified also the necessity of reevaluating the teaching degree courses, contemplating in their curricular framework disciplines related to the inclusion. Through this investigation it was possible to verify that all the subjects established rich and meaningful criteria in the attempt to understand and favor the inclusive process. / O presente estudo teve como objetivo geral investigar como as atuais políticas públicas de inclusão escolar têm sido traduzidas por diferentes agentes educacionais, inseridos no contexto escolar regular. Busca-se interpretar um mesmo tema: uma proposta política de inclusão escolar , através do olhar de vários agentes educacionais. A pesquisa foi realizada na rede municipal de ensino de uma cidade do interior de São Paulo, durante a Administração Municipal ocorrida entre os anos de 2001 e 2004. Foi uma pesquisa de tipo qualitativo, da qual participaram duas professoras do ensino Fundamental, ciclo I (3a e 4a séries), uma diretora de EMEB (Escola Municipal de Educação Básica), uma terapeuta ocupacional que atuava, junto à Secretaria de Educação, com crianças consideradas em situação de risco, uma pedagoga, membro da Secretaria de Educação, que atuava com inclusão de grupos minoritários, especialmente minorias negras e uma terapeuta ocupacional, responsável pela área da educação especial, junto a Secretaria de Educação. O eixo teórico que fundamenta esta pesquisa está voltado para a produção do conhecimento docente e as pesquisas que procuram entender o pensamento prático do professor, seus valores, suas crenças e sua capacidade reflexiva. Os procedimentos de coleta de dados dividiram-se em quatro momentos: aplicação de questionários; entrevistas; observações e análise documental. A pesquisa não teve o intuito de fornecer receitas ou elaborar um manual para se lidar com a inclusão, mas sim compreender melhor como as políticas estabelecidas em termos teóricos têm se efetivado no contexto prático e quais os sentimentos, percepções, facilidades ou dificuldades enfrentadas por aqueles que a vivenciam na prática cotidiana. A coleta e a análise dos dados permitiu entender melhor o assunto investigado, dando voz aos diretamente envolvidos no processo, assim como forneceu subsídios interessantes para novas pesquisas, fornecendo dados significativos que podem ser considerados na proposta de efetivação de uma educação inclusiva. Os principais resultados obtidos indicam que os diferentes agentes educacionais têm diferentes olhares sobre as políticas de inclusão escolar, o que faz com que suas ações sejam distintas. Enquanto os administradores (membros da Secretaria da Educação e a diretora) vêem possibilidades e certas facilidades na tradução das propostas políticas estabelecidas, os professores sinalizam sentir despreparo e dificuldade em executar o papel de profissionais com uma postura inclusiva. Verificou-se, ainda, a necessidade de se repensar os cursos de formação básica para professores, contemplando em suas grades curriculares disciplinas que discutam a inclusão. Através da pesquisa, foi possível verificar que todas as participantes estabelecem critérios ricos e significativos na tentativa de entender e favorecer o processo de inclusão.