nÃo hà / Pesquisa bibliogrÃfica sobre o conceito de relaÃÃo com o saber como base teÃrica para constituiÃÃo de uma sociologia do sujeito. Articula-se com pesquisas de Bernard Charlot sobre o fracasso escolar, cujo ponto de partida metodolÃgico exige a superaÃÃo da leitura negativa, ou seja, aquela anÃlise em termos de falta, de carÃncia: falta de competÃncias, falta de habilidades, falta de saberes. Nesse viÃs, a sociologia da reproduÃÃo, de autores como Pierre Bourdieu e Jean-Claude Passeron, relaciona estatisticamente a origem social e o desempenho escolar, que, em geral, se apresenta deficitÃrio entre estudantes dos meios populares. PorÃm, esta correlaÃÃo estatÃstica nÃo pode ser analisada em termo de causa. A instituiÃÃo escolar nÃo à apenas espaÃo de diferenciaÃÃo social. Constatam-se, tambÃm, os chamados Ãxitos paradoxais: crianÃas pobres que obtÃm sucesso escolar e outras, de estratos mais ricos, que fracassam na escola. Para Charlot, à necessÃrio que desenvolvamos uma leitura positiva do fracasso e do Ãxito escolar, superando o objetivismo das sociologias sem sujeito (reprodutivismo). A teoria da relaÃÃo com o saber (e com a escola) permite compreender, atravÃs de metodologias qualitativas adequadas, como os prÃprios estudantes se constroem como sujeitos a partir de relaÃÃes de identidade, sentido, expectativas com relaÃÃo à vida e ao futuro profissional. No mundo globalizado e informatizado, a escola vem perdendo poder e forÃa como instituiÃÃo socializadora, de sorte que, a partir da relaÃÃo com o saber, podemos identificar processos mobilizadores na escola e em relaÃÃo à escola. Contudo, observa-se que a sociologia do sujeito proposta por Charlot como uma espÃcie de sociologia do Ãxito e do fracasso escolar â ou, ainda, como proposta de uma educaÃÃo mobilizadora â nÃo pode levantar pretensÃo de exclusividade nesse ramo de estudo. Outras propostas teÃricas como a sociologia da experiÃncia escolar, de FranÃois Dubet, ou a sociologia do indivÃduo, de Bernard Lahire, trazem importantes contribuiÃÃes para as novas condiÃÃes e formas de socializaÃÃo intra e extraescolar em sociedades diferenciadas. O que hà em comum entre esses autores à uma fixaÃÃo pela microssociologia, que, em Charlot, conduz a um neomarxismo (conforme ele mesmo se define) e, em Dubet e Lahire, leva-nos a um ecletismo pluralista e multifacetado. / Bibliographical research on the concept of relationship with knowledge as a theoretical basis for the formation of a sociology of the subject, which is articulated in the polls Bernard Charlot about school failure, whose theoretical and methodological point of departure requires overcoming the negative reading, that analysis in terms of lack of lack: lack of skills, lack of skills, lack of knowledge. This bias, the sociology of reproduction, by authors such as Pierre Bourdieu and Jean-Claude Passeron, statistically related to social background and school performance, which usually presents deficit among students of popular media. But this statistical correlation canot be analyzed in terms of cause. The school is not only a space of social differentiation. Realize, also called paradoxical success: poor children who get academic success and other wealthier strata who fail in school. Charlot is necessary for us to develop a positive reading failure and school success, surpassing the objectivism of sociology without a subject (reproductivism). The theory of the relationship to knowledge (and school) allows understanding, through appropriate qualitative methodologies, as students construct themselves as subjects from relationships of identity, meaning, expectations about life and future career. In the globalized and computerized world, the school is losing power and strength as a socializing institution, so that from the relationship with knowledge we can identify mobilizing processes in school and about school. However, it is observed that the proposed subject of sociology by Charlot as a kind of sociology of success and failure in school â or even as a proposal for a mobilizing education â canot raise claims of exclusivity in that branch of study. Other theoretical proposals such as the sociology of school experience FranÃois Dubet or sociology of the individual Bernard Lahire make important contributions to the new conditions and forms of intra- and extra-school socialization in diverse societies. What's common between these authors is a fixation with microsociology, which Charlot leads to neo-Marxism (as he defines himself), and Dubet Lahire and leads to a pluralistic and multifaceted eclecticism.

This research is intended discover the relationship between the pre-service physics teacher and ―the teaching‖. The main questions that we try understand are: what the sense for teaching physics? What motivate the undergraduates in physics to teach physics? The theoretical basis adopted to make our analysis was the Theory of Relatioship with the knowledge, proposed by the French researcher Benard Charlot (2000, 2001, 2005 and 2009). We also looked for the purposes of theoretical analysis, the dialog between this author and others scholars that have researched about this theme, although this research has not been directed to the Education. Among them we highlight Lacan, Leontiev and Wallon. We also consider what Chevallard shows us, that is the importance of the institutional context to research about the relationship with knowledge or specific knowledge, which in our case is the teaching of physics. For this purpose, we try to explore features of the modern university and university education in physics, by authors such as Borges, Charlot et al, Chauí, Nóvoa, and some statistics data available about degree in physics in Brazil. It is a quantitative research, where an open questionnaire was used as a methodological tool, with a total of twenty questions. After applying the questionnaires to undergraduates in physics of São Cristóvão and Itabaiana campi of Federal University of Sergipe, a total of eighty-three questionnaires were retained for this analysis. With many arguments raised in the responses, we constructed a grid of categorization and through this we calculate the percentage of arguments most often cited by students. The main results suggest: the university as an institution charged with strong sense, in terms of obtaining knowledge for undergraduates; the choice of physics as academic careers rises with establishment of good relations with the physics education; the establishment of a positive relationship with the future practice of teaching prior to entering university, but without evidence of how this relationship is established; the job market as mediating factor between undergraduates and their choice of physics graduation; evidence that the choice of teaching in general, does not come from a "passion for teaching"; relations with teaching, permeated by the relationship with future students; belief in teaching high school physics and the teaching profession, despite the problems that comes with profession. / Esta pesquisa tem por objetivo investigar a relação dos licenciandos em física com o ensinar. As questões centrais que se buscou compreender foram: qual o sentido de ensinar física? O que motiva a aproximação dos licenciandos com o ensino de física? O referencial teórico adotado para análise foi a Teoria da Relação com o Saber, proposta pelo pesquisador frânces Bernard Charlot (2000, 2001, 2005 e 2009). Procurou-se, também, para fins de análise teórica, realizar o diálogo entre este autor e outros teóricos que abordaram o tema, ainda que esta abordagem não tenha sido direcionada para a educação. Dentre eles destacamos Lacan, Leontiev e Wallon. Além disso, levou-se em conta o que indica Chevallard, que é a importância do contexto institucional ao se pesquisar sobre a relação com o saber ou com saberes específicos, que nesse caso é o ensino de física. Para tanto, foi preciso explorar características da universidade moderna e do ensino universitário de física, através de autores como Borges, Charlot et al, Chauí, Nóvoa, além de alguns dados estatísticos conferidos à licenciatura em física no Brasil. Este trabalho é uma pesquisa quantitativa, na qual foi utilizada como ferramenta metodológica a aplicação de um questionário aberto, com um total de vinte questões. Depois de aplicados nos Campi Itabaiana e São Cristóvão da Universidade Federal de Sergipe, foram retidos para esta análise oitenta e três questionários. Através dos próprios argumentos evocados nas respostas, foi construída uma grade de categorização e, através dela, calcularam-se percentuais para os argumentos mais citados pelos estudantes. Os resultados principais apontam para: a universidade, como instituição, carregada de forte sentido, no tocante à obtenção de saberes para os licenciandos; a escolha pela física como carreira acadêmica originando-se com estabelecimento de relações positivas com a física escolar; o estabelecimento de uma relação positiva com o futuro exercício da docência antes do ingresso na universidade, embora sem evidências de como essa relação se estabelece; o mercado de trabalho como fator mediador entre os licenciandos e a sua escolha pela licenciatura em física; indícios de que a escolha pelo ensinar, em geral, não advém de uma ―paixão pelo ensino‖; relações com o ensinar permeadas pela relação com os futuros alunos; crença no ensino de física do ensino médio e na profissão docente, apesar dos problemas inerentes à profissão.

This research is the result of the questions and concerns that emerged at the end of the school year of 2015, from the first professional experiences as a professor of Chemistry at a public school in the backlands of Bahia. The institution was attended by two deaf female students and a male one who, after the disapproval in that year, were in situation of school abandonment in the following year. This paper aims to understand the relationship established with the school and scientific scholarly knowledge, specifically Chemistry, by a couple of deaf brothers, in a situation of school failure. In it, studies on the education of the deaf, proposed by Sá, Skliar and Perlin, were used as theoretical reference. In order to understand of the relation established by it, the notion of the relation with the knowing in Charlot was used, and the methodological trajectory is based on qualitative research, based on Bogdan and Biklen, having as subject of the research the deaf brothers, their parents, the teacher of the discipline, a sister and three of their classmates. Data collection was carried out through an interview, which allowed us to conclude that the relationship maintained by students with the school was based on the perspective of learning (reading and writing) as a mean of communication with hearing people; and for these students, going to school is linked to aspects of socialization. In turn, the relationship with scientific scholarly knowledge, especially in High School, in which their abstraction and language become more complex, and the ignorance of Libras by these students and their teachers have led them to a situation of school failure. Thus, the relationship with the world of Chemistry presents elements of the identified situation, even if the teacher has sought strategies to minimize such failure. / A presente investigação é fruto dos questionamentos e inquietações que surgiram no final do ano letivo de 2015, provenientes das primeiras experiências profissionais como professora de Química, em um colégio da rede pública do sertão baiano. A instituição era frequentada por duas alunas e um aluno surdos que, após a reprovação no referido ano, encontravam-se em situação de abandono escolar já no ano subsequente. Isso posto, este trabalho tem como objetivo compreender a relação estabelecida com a escola e os conhecimentos científicos escolares, especificamente os de química, por um casal de irmãos surdos, em situação de fracasso escolar. Nele se utilizaram estudos sobre educação de surdos, propostos por Sá, Skliar e Perlin, como referencial teórico. Para a compreensão da relação estabelecida por ele, lançou-se mão da noção da relação com o saber de Charlot, e a trajetória metodológica se fundamenta em pesquisa qualitativa, baseada em Bogdan e Biklen, tendo como sujeitos da pesquisa os irmãos surdos, seus pais, o professor de Química, uma irmã e três de seus colegas de classe. A coleta de dados foi realizada por meio de entrevista, que permitiu concluir que a relação mantida pelos estudantes com a escola se deu a partir da perspectiva da aprendizagem (da leitura e da escrita) como meio de comunicação com as pessoas ouvintes; e, para esses alunos, ir à escola está vinculado aos aspectos de socialização. Por sua vez, a relação com os conhecimentos científicos escolares, sobretudo no Ensino Médio, em que sua abstração e a linguagem se tornam mais complexas, e o desconhecimento de Libras por esses estudantes e seus professores levaram-nos a uma situação de fracasso escolar. Dessa forma, a relação com o mundo da Química apresenta elementos da situação identificada, mesmo que o professor tenha procurado estratégias para minimizar tal fracasso.

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2014-09-22T19:36:41Z No. of bitstreams: 3 Rosalina Vieira dos Anjos_Dissertação.pdf: 9744444 bytes, checksum: e21a513ebea1780f0985e4443224a983 (MD5) Rosalina Vieira dos Anjos_Produto da Dissertação.pdf: 318021 bytes, checksum: 9249715ceddd4f74d16697d2c1944f06 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-22T19:36:41Z (GMT). No. of bitstreams: 3 Rosalina Vieira dos Anjos_Dissertação.pdf: 9744444 bytes, checksum: e21a513ebea1780f0985e4443224a983 (MD5) Rosalina Vieira dos Anjos_Produto da Dissertação.pdf: 318021 bytes, checksum: 9249715ceddd4f74d16697d2c1944f06 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-04-11 / Sem bolsa / Este trabalho se insere no campo da Educação Matemática na Educação de Jovens e Adultos (EJA), a qual nos últimos anos vem passando por uma sensível alteração de seus sujeitos, por meio do ingresso de adolescentes a partir de 15 anos, fenômeno que tem sido denominado de juvenilização ou rejuvenescimento. Esse fenômeno tem modificado o cotidiano da sala de aula e as relações que se estabelecem entre os sujeitos que ocupam esse espaço, historicamente dirigido mais ao público adulto. Assim, o objetivo deste estudo é investigar alternativas de abordagem do ensino de Matemática na EJA na contemporaneidade. Para realizar a pesquisa foi desenvolvida uma sequência didática com uma turma de EJA de uma escola pública de um bairro da cidade de Pelotas-RS, por meio da Modelagem Matemática, que trabalhou os conceitos de Perímetro e Área, na perspectiva da aprendizagem significativa dos conteúdos. Para tecer a investigação, escolhi a abordagem qualitativa; como metodologia, o estudo de caso e como instrumentos de coleta dos dados, a observação, a entrevista e a pesquisa documental. O corpus da pesquisa, captado por esses instrumentos, foi analisado e interpretado por meio da Análise Textual Discursiva, que se adéqua a uma abordagem qualitativa. Os resultados indicaram que a Modelagem Matemática pode ser um caminho para se trabalhar os conhecimentos matemáticos, pois ela abarca elementos do cotidiano, permitindo ao educando perceber o significado desses conhecimentos e o sentido no contexto de suas vidas. No entanto, por ser uma maneira diferenciada de ensino, exigindo que o educando abandone o emudecimento, faz-se necessária uma adequada adaptação do aluno a essa metodologia, de forma a que se torne o artesão de sua formação, podendo contar com a orientação e o auxílio do educador sempre que necessário. Os principais teóricos e autores que sustentam esse trabalho são: Paulo Freire, David Ausubel, Bernard Charlot, Rodney Bassanezi, Álvaro Vieira Pinto, dentre outros. / This work belongs to the field of Mathematics Education in Adult Education (EJA), which in recent years has been undergoing a significant change of its subjects, through the entry of adolescents starting from 15 years old, a phenomenon that has been called juvenization or rejuvenation. This phenomenon has changed the daily life of the classroom and the relationships established among the subjects that occupy this space, historically directed at an adult audience. The aim of this study is to investigate alternative approaches to the teaching of Mathematics at EJA nowadays. A teaching sequence was developed to conduct the research with a class of EJA in a public school in a district of the city of Pelotas, through the Mathematical Modeling, which worked the concepts of perimeter and area in view of the significant learning content . I chose the qualitative approach to weave the research, the case study as a methodology and observation, interviews and documentary research as instruments of data collection. The research corpus, captured by these instruments was analyzed and interpreted through Textual Discourse Analysis, to suit a qualitative approach. The results indicated that Mathematical Modeling can be a way to work with mathematical knowledge, since it embraces elements of everyday life, allowing the student to realize the significance of this knowledge and sense in the context of their lives. However, because it is a different way of teaching which requires the student to abandon the silence, it is necessary an appropriate adjustment of the student to that methodology, so that he becomes the artisan of his training, and may rely on the guidance and aid of the teacher whenever necessary. The main theoretical and authors that support this work are: Paulo Freire, David Ausubel, Bernard Charlot, Rodney Bassanezi, Álvaro Vieira Pinto, among others.

La recherche explore le rapport à l’école et aux savoirs scolaires de jeunes d’origine haïtienne en contexte scolaire défavorisé. Considérant des trajectoires contrastées d’élèves en réussite scolaire, d’élèves vulnérables et de jeunes décrocheurs, elle examine les processus qui concourent à la réussite socioscolaire des uns et à la moindre réussite des autres en interrogeant le sens que les jeunes accordent à l’école et à l’acte d’apprendre. La recherche documente par ailleurs la manière dont ce sens s’est construit dans la trajectoire socioscolaire depuis la maternelle. Cette approche basée sur des entretiens approfondis à caractère biographique permet d'avoir des hypothèses explicatives sur un résiduel non expliqué par les recherches quantitatives. Elle bonifie aussi la perspective de Charlot (2001) jugée trop centrée sur l'élève (Thésée, 2003). L’élève est au centre de la démarche, mais son rapport aux savoirs scolaires est analysé à travers l’exploration de la trajectoire de socialisation scolaire, familiale et communautaire et en croisant les regards des jeunes, des parents, enseignants et autres personnes significatives sur cette trajectoire. Selon les résultats de notre recherche, le rapport à l’école et aux savoirs scolaires semble plus complexe et critique chez les élèves en réussite qui identifient la valeur formative, qualifiante et socialisante de l’école. Ces derniers se mobilisent fortement dans leur apprentissage. En comparaison, les élèves en difficulté mettent plutôt l’accent sur la socialisation et la qualification et ils font preuve d’une moindre mobilisation scolaire. Certains d’entre eux se rapprochent des jeunes décrocheurs avec un rapport aux savoirs de non-sens et de désengagement. Mais au-delà de ces grandes lignes, le rapport à l’école et aux savoirs scolaires se décline différemment d’un jeune à l’autre, suivant des caractéristiques personnelles, familiales et sociales spécifiques et suivant le savoir/apprentissage scolaire considéré et son mode de transmission par l’enseignant. Les résultats de la recherche mettent en évidence le rôle d’acteur de l’élève dans son apprentissage, mais aussi celui des principaux contextes dans lesquels il évolue. L’école est particulièrement interpellée. Les élèves dénoncent la forme scolaire scripturale, perçue monotone lourde et rigide, et certaines pratiques enseignantes qui ne favorisent pas l’apprentissage (Fabre, 2007 ; Pépin, 1994). Les familles sont aussi interpellées quant à leurs valeurs, pratiques et cohésion. Enfin, la recherche souligne l’influence du réseau des pairs et des milieux communautaires. Apprendre et réussir à l’école se révèlent un enjeu individuel et social qui implique une mobilisation collective. / The research explores the relationship with school and with scholastic knowledge of young native Haitians in disadvantage academic context. Considering some contrasting trajectories of students academically successful, vulnerable students, and students who dropout, it examines the processes that contribute to socio-academic achievement among the first group and to less successful outcomes among the latter two groups by exploring the meaning that these youths attach to school and to the act of learning. The research also documents the way this meaning is constructed in the youths’ socio-academic pathways. This approach, based on in-depth biographical interviews, generated explanatory hypotheses regarding a residual variance that remained unexplained by quantitative studies. It also enhances Charlot’s perspective (2001), which has been considered overly student-centred (Thésée, 2003). While the student is at the centre of this approach, his/her relationship with academic knowledge is analyzed by exploring the pathway of academic, family and community-based socialization. It examines these in terms of the perspective of the youths themselves as well as that of parents, teachers and other significant people involved in this trajectory. The results indicate that these youths’ relationship with school and with academic knowledge appears to be more complex and more critical among students who succeed academically and who recognize the value of school for developing skills, acquiring qualifications and socializing. These students actively engage in their learning. In contrast, students who experience difficulties put greater emphasis on socialization and qualifications and put less effort into their schooling. Their relationship with academic knowledge, similarly to that of youths who drop out of school, is sometimes characterized by a lack of meaning and disengagement. However, beyond these broader tendencies, the youths’ relationship with school and with academic knowledge plays out differently for each youth depending on specific personal, family and social characteristics, the academic knowledge considered, and the way teachers transmit this knowledge. Lastly, the results highlights the student’s role as an actor in this process, as well as the active role played by the main environments in which the student moves. The school is particularly challenged. Students denounce the scriptural scholastic form, perceived monotonous, heavy and rigid. Besides, according to them, some teaching practices do not promote learning (Fabre, 2007; Pépin, 1994). The research also highlights the importance of values, practices and cohesion, of the family. Finally, the research emphasizes the influence of the network of peers and community settings. Learning and succeeding in school emerge as an individual and social challenge that involves collective mobilization.

La recherche explore le rapport à l’école et aux savoirs scolaires de jeunes d’origine haïtienne en contexte scolaire défavorisé. Considérant des trajectoires contrastées d’élèves en réussite scolaire, d’élèves vulnérables et de jeunes décrocheurs, elle examine les processus qui concourent à la réussite socioscolaire des uns et à la moindre réussite des autres en interrogeant le sens que les jeunes accordent à l’école et à l’acte d’apprendre. La recherche documente par ailleurs la manière dont ce sens s’est construit dans la trajectoire socioscolaire depuis la maternelle. Cette approche basée sur des entretiens approfondis à caractère biographique permet d'avoir des hypothèses explicatives sur un résiduel non expliqué par les recherches quantitatives. Elle bonifie aussi la perspective de Charlot (2001) jugée trop centrée sur l'élève (Thésée, 2003). L’élève est au centre de la démarche, mais son rapport aux savoirs scolaires est analysé à travers l’exploration de la trajectoire de socialisation scolaire, familiale et communautaire et en croisant les regards des jeunes, des parents, enseignants et autres personnes significatives sur cette trajectoire. Selon les résultats de notre recherche, le rapport à l’école et aux savoirs scolaires semble plus complexe et critique chez les élèves en réussite qui identifient la valeur formative, qualifiante et socialisante de l’école. Ces derniers se mobilisent fortement dans leur apprentissage. En comparaison, les élèves en difficulté mettent plutôt l’accent sur la socialisation et la qualification et ils font preuve d’une moindre mobilisation scolaire. Certains d’entre eux se rapprochent des jeunes décrocheurs avec un rapport aux savoirs de non-sens et de désengagement. Mais au-delà de ces grandes lignes, le rapport à l’école et aux savoirs scolaires se décline différemment d’un jeune à l’autre, suivant des caractéristiques personnelles, familiales et sociales spécifiques et suivant le savoir/apprentissage scolaire considéré et son mode de transmission par l’enseignant. Les résultats de la recherche mettent en évidence le rôle d’acteur de l’élève dans son apprentissage, mais aussi celui des principaux contextes dans lesquels il évolue. L’école est particulièrement interpellée. Les élèves dénoncent la forme scolaire scripturale, perçue monotone lourde et rigide, et certaines pratiques enseignantes qui ne favorisent pas l’apprentissage (Fabre, 2007 ; Pépin, 1994). Les familles sont aussi interpellées quant à leurs valeurs, pratiques et cohésion. Enfin, la recherche souligne l’influence du réseau des pairs et des milieux communautaires. Apprendre et réussir à l’école se révèlent un enjeu individuel et social qui implique une mobilisation collective. / The research explores the relationship with school and with scholastic knowledge of young native Haitians in disadvantage academic context. Considering some contrasting trajectories of students academically successful, vulnerable students, and students who dropout, it examines the processes that contribute to socio-academic achievement among the first group and to less successful outcomes among the latter two groups by exploring the meaning that these youths attach to school and to the act of learning. The research also documents the way this meaning is constructed in the youths’ socio-academic pathways. This approach, based on in-depth biographical interviews, generated explanatory hypotheses regarding a residual variance that remained unexplained by quantitative studies. It also enhances Charlot’s perspective (2001), which has been considered overly student-centred (Thésée, 2003). While the student is at the centre of this approach, his/her relationship with academic knowledge is analyzed by exploring the pathway of academic, family and community-based socialization. It examines these in terms of the perspective of the youths themselves as well as that of parents, teachers and other significant people involved in this trajectory. The results indicate that these youths’ relationship with school and with academic knowledge appears to be more complex and more critical among students who succeed academically and who recognize the value of school for developing skills, acquiring qualifications and socializing. These students actively engage in their learning. In contrast, students who experience difficulties put greater emphasis on socialization and qualifications and put less effort into their schooling. Their relationship with academic knowledge, similarly to that of youths who drop out of school, is sometimes characterized by a lack of meaning and disengagement. However, beyond these broader tendencies, the youths’ relationship with school and with academic knowledge plays out differently for each youth depending on specific personal, family and social characteristics, the academic knowledge considered, and the way teachers transmit this knowledge. Lastly, the results highlights the student’s role as an actor in this process, as well as the active role played by the main environments in which the student moves. The school is particularly challenged. Students denounce the scriptural scholastic form, perceived monotonous, heavy and rigid. Besides, according to them, some teaching practices do not promote learning (Fabre, 2007; Pépin, 1994). The research also highlights the importance of values, practices and cohesion, of the family. Finally, the research emphasizes the influence of the network of peers and community settings. Learning and succeeding in school emerge as an individual and social challenge that involves collective mobilization.

Made available in DSpace on 2014-12-17T14:36:07Z (GMT). No. of bitstreams: 1 AnaMPA_TESE.pdf: 1109993 bytes, checksum: 3b7943e21a361d3e2840eb1085ceba39 (MD5) Previous issue date: 2010-02-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work was developed in the course of Pedagogy, Universidade Federal do Rio Grande do Norte. Aims to understand the process of identity construction of teachers and educators in initial training. We started from the idea that such process was made by a complex and interdependent movement, once it was an inventive phenomenon wrought by individuals who are authors and actors of the story of their "real life" (KAUFMANN). This identity is rooted in the trajectories and social biographical experiences (FERREIRA), relationships with the constructed and accumulated knowledge in this route (CHARLOT) and in the developing of a sense of cultural belonging institutionally constructed (Luckmann, Berger). Then, the training involves relationships with knowledge in several instances, considering the effects, in one hand, the historic-social production and, in another hand, from the positions of subject and their biographical itinerary, existential and formative. We used the methodology of the Comprehensive Interview (KAUFMANN; SILVA), associated with a network of theoretical references, empirical and very analytical and interpretive activity. She researcher also relied on the "sensitive listening" (BARBIER), empathic attitude of "listening / seeing" the subject, and the notion of "intellectual artisan" (MILLS). The individual interviews were supplemented by the Focus Group. The approach was multi-referential (ARDOINO; MACEDO), with the intertwining of different perspectives, allowing a more complex configuration and less reductionist. In the analysis and interpretation we located the starting point, genesis of identity whose dynamics is not rigidly determined, but localized in space-time that precedes entry into the initial training. It is the time of concerns, questions and reflections about what you want to be in the future professional life. In sequence, we saw the route, multifaceted process whose the direction is the increasing involvement of individuals with their training. This training is engendered by the relations with the curricular, extracurricular and discursive knowledge, as simultaneous dynamics of self training and socio training. The self training of the individuals, understanding the critical, ethic and authority reading of their own experiences, is also seen as an exercise of shared responsibility, it assumes that the relationship with others meanings and professor mediation. The socio training refers to the collective subject and turns to the historical production and diversified knowledge, and comprehension of the various training instances. Self training and socio training are both objects of negotiation, because they are provocative of new designs, and cultural and identity maps, mobilizing the senses towards new meanings of themselves and the professional reality. It is in this interdependence between what is historically produced and the experiences of the subjects, who we located the arrival, considering it as a radically incomplete process of the professional identity and the building itself. / Essa pesquisa foi desenvolvida no curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Teve o objetivo de compreender o processo de constru??o identit?ria de pedagogos e pedagogas em forma??o inicial. Partimos da ideia que tal processo resultava de um movimento complexo e interdependente, enquanto fen?meno inventivo forjado pelos indiv?duos que passam a ser autores e atores da hist?ria da sua verdadeira vida (KAUFMANN). Essa identidade est? enraizada nas trajet?rias e experi?ncias sociobiogr?ficas (FERREIRA), nas rela??es com os saberes constru?dos e acumulados nesse percurso (CHARLOT) e no desenvolvimento de um sentimento de perten?a cultural e institucionalmente constru?do (LUCKMANN; BERGER). Ent?o, a forma??o envolve rela??es com saberes em inst?ncias diversas, considerando os efeitos, de um lado, da produ??o hist?rico-social e, do outro, das posi??es dos sujeitos e seus itiner?rios biogr?ficos, existenciais e formativos. Utilizamos a metodologia da Entrevista Compreensiva (KAUFMANN; SILVA), associada a uma rede de refer?ncias te?ricas, emp?ricas e a pr?pria atividade anal?tica e interpretativa. A pesquisadora tamb?m se apoiou na escuta sens?vel (BARBIER), atitude emp?tica de escutar/ver o sujeito, e na no??o de artes? intelectual (MILLS). As entrevistas individuais foram complementadas com o Grupo Focal. A abordagem foi multirreferencial (ARDOINO; MACEDO), com o entrela?amento de v?rios olhares, permitindo uma configura??o mais complexa e menos reducionista. Na an?lise e na interpreta??o localizamos a partida, g?nese identit?ria cuja din?mica n?o ? rigidamente determinada, mas localizada no espa?o-tempo que precederia o ingresso na forma??o inicial. ? o tempo das inquieta??es, indaga??es e reflex?es sobre o que se deseja ser no futuro profissional. Na sequ?ncia, vimos o percurso, processo multiforme cuja via ? a implica??o progressiva dos sujeitos com sua forma??o. Esta forma??o ? engendrada pelas rela??es com os saberes curriculares, extracurriculares e discursivos, como din?mica simult?nea de autoforma??o e socioforma??o. A autoforma??o dos sujeitos, compreendendo a leitura cr?tica, ?tica e competente das suas pr?prias experi?ncias, ? vista tamb?m como exerc?cio de responsabiliza??o partilhada, pois sup?e a rela??o com outros significativos e a media??o docente. A socioforma??o se refere ao sujeito coletivo e volta-se para a produ??o hist?rica e diversificada de saberes e compreens?es das v?rias inst?ncias formativas. Autoforma??o e socioforma??o s?o ambas objetos de negocia??o, porque s?o provocadoras de novos desenhos e mapas identit?rios e culturais, mobilizadores dos sentidos com vistas a novas significa??es de si e da realidade profissional. ? nessa interdepend?ncia, entre o que ? historicamente produzido e as experi?ncias vividas pelos sujeitos, que localizamos a chegada, considerando-a como processo radicalmente inacabado da identidade profissional e da pr?pria constru??o de si.

The study aims to analyze the relationships with the knowledge of university students entering a private institution in the interior of Bahia through the assistance of government programs such as the Student Funding Fund (FIES) and the University for All Program (ProUni) and even those implemented by the institution itself, such as the Host Program (ProVIDA). The Institution object of this research is the first higher education institution of the municipality of Paripiranga (BA), region included in the Polygon of dry and located 360km from Salvador and 110km from Aracaju. In order to reach the proposed objective, the subjects of the research were 170 undergraduate university students of the first and second periods, all of them scholarship holders of the Programs indicated above and having joined the Institution in 2015/2016. As instruments of data production a questionnaire, the Balance of Knowledge, and interview were adopted. The research is based on a qualitative investigation and the works of Bernard Charlot and Alain Coulon as the main references that support the discussions explored here.The study pointed to a profile of students young, female, from low-income classes, who exceeded their parents' schooling and arrived at university. The relationship with the academic knowledge for these university students is marked by the desire to, from the diploma, to enter the labor market and thus to grow economically. In this context, it seems that the University fulfills its role, since more than half of them mention intellectual knowledge when referring to the learning they acquired at the University, although they have not been able to specify a content, a knowledge. The University for students is also visualized and experienced as a space far from its reality, the space of new experiences, of meeting new people, establishing different relationships. / O estudo tem como objetivo analisar as relações com o saber de estudantes universitários que ingressam numa instituição privada do interior da Bahia mediante o auxílio de programas governamentais, tais como o Fundo de Financiamento Estudantil (Fies) e o Programa Universidade para Todos (ProUni) e mesmo aqueles implementados pela própria Instituição como é o caso do Programa de Acolhimento (ProVIDA). A Instituição campo desta pesquisa é a primeira instituição de ensino superior do município de Paripiranga (BA), região incluída no Polígono da Seca e situada a 360 km de Salvador e 110 km de Aracaju. Para atingir o objetivo proposto os sujeitos da pesquisa foram 170 estudantes universitários de cursos de licenciatura de primeiro e segundo períodos, todos eles bolsistas dos Programas acima indicados e tendo ingressado na Instituição em 2015/2016. Como instrumentos de produção de dados adotamos questionário, Balanço de Saber e entrevista. A pesquisa sustenta-se em uma investigação qualitativa tendo os trabalhos de Bernard Charlot e Alain Coulon como as principais referências que amparam as discussões aqui exploradas. O estudo apontou um perfil de estudantes jovens, sexo feminino, oriundos de camadas de baixa renda, que ultrapassaram a escolaridade dos pais e chegaram à universidade. A relação com o saber acadêmico para esses universitários é marcada pelo desejo de, a partir do diploma, ingressar no mercado de trabalho e assim crescer economicamente. Nesse contexto, parece que a Universidade cumpre seu papel, pois mais da metade deles menciona o saber intelectual ao se referirem às aprendizagens que adquiriram na Universidade, embora não tenham sido capazes de especificar um conteúdo, um saber. A Universidade para os estudantes é também visualizada e vivenciada como um espaço distante de sua realidade, o espaço de novas experiências, de conhecer pessoas novas, estabelecer diferentes relações.