Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-11T12:30:06Z No. of bitstreams: 1 Ivonete da Silva.pdf: 2447127 bytes, checksum: db706a58544e651aa82190d195c1443c (MD5) / Made available in DSpace on 2018-07-11T12:30:06Z (GMT). No. of bitstreams: 1 Ivonete da Silva.pdf: 2447127 bytes, checksum: db706a58544e651aa82190d195c1443c (MD5) Previous issue date: 2018-03-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this thesis, we start from the assumption that daily micro-resistance, a term forged from the thinking of Michel de Certeau (2013), is a perspective capable of allowing, perceiving and capturing what is happening in social and institutional spaces through tactics silent and subtle ones that act on the dominant system, interfering heavily on their own goals or purposes. It suggests that the author "play the game" through cunning to, within the established order, produce his own resistance and small and great transformations. It is a political action and competence that we will base our argument on the object of this research: the daily practice of teaching pedagogy in the Institutions of Higher Education of the Private Network in the city of São Paulo - IES-RP / SP. Our intention is to analyze the tactics used by teachers inserted in 02 IES-RP / SP, identified active in the Ministry of Education and Culture - MEC between May 2015 and February 2016; to identify the teacher as determining subjects that metaphorize the dominant order, transforming and materializing, albeit in relative independence, their commitment to a quality education, reiterating the project of the profession in opposition to the marketing idea of education. As subjects of this research, we interviewed social assistant teachers who carry out the pedagogical teaching practice at IES / RP-SP, with on-site courses of Undergraduate Social Work. As a methodological approach, we opted for the multidimensional perspective presented by Morin (2013), constructing the method path in the research development process, articulating different correlated knowledge to the object of study, such as Microhistory, presented by Barros (2013) . Among the results, it was possible to identify in the teachers' narratives axioms of continuity, resistances, oppositions, interactions, fruition, creativity in the diagram of cultural exchanges in a hologramatic and recursive movement, conferring to the anonymous spaces new forms of resistance, thus revealed, in the microresistences / Nesta tese, partimos do pressuposto de que as microrresistências cotidianas, termo forjado a partir do pensamento de Michel de Certeau (2013), constitui-se em perspectiva capaz de permitir, perceber e captar o que se passa nos espaços sociais e institucionais através de táticas silenciosas e sutis que atuam sobre o sistema dominante, interferindo fortemente sobre seus próprios objetivos ou propósitos. Sugere o autor “jogar o jogo” através da astúcia para, por dentro da ordem instituída, produzir a própria resistência e as pequenas e grandes transformações. Trata-se de uma ação política e de competência a qual balizaremos nossa argumentação sobre o objeto desta pesquisa: o cotidiano da prática pedagogia do docente nas Instituições de Ensino Superior da Rede Privada na cidade de São Paulo – IES-RP/SP. Nossa intenção consiste em analisar as táticas utilizadas por docentes inseridos em 02 IES-RP/SP, identificadas ativas no Ministério de Educação e Cultura – MEC entre maio de 2015 a fevereiro de 2016; identificar o docente como sujeitos determinantes que metaforizam a ordem dominante, transformando e materializando, ainda que numa independência relativa, seu compromisso com uma formação de qualidade, reiterando o projeto da profissão em oposição a ideia mercadológica de educação. Como sujeitos desta pesquisa, entrevistamos professores assistentes sociais que exercem a prática pedagógica docente em IES/RP-SP, com cursos presenciais de Graduação em Serviço Social. Como abordagem metodológica optamos pela perspectiva multidimensional apresentada por Morin (2013), construindo o caminho do método no processo de desenvolvimento da pesquisa, articulando diferentes conhecimentos correlatos ao objeto de estudo como, por exemplo, a Micro-História, apresentada por Barros (2013). Dentre os resultados, foi possível identificar nas narrativas dos docentes axiomas de continuidade, resistências, oposições, interações, fruição, criatividade no diagrama das trocas culturais em um movimento hologramático e recursivo, conferindo aos espaços anônimos novas formas de resistência, reveladas assim, nas microrresistências

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-03T12:58:36Z No. of bitstreams: 1 Bernardete de Lourdes Alvares Marcelino.pdf: 1593635 bytes, checksum: fb84dd6895356c43b02334c5d17ef4dd (MD5) / Made available in DSpace on 2018-09-03T12:58:36Z (GMT). No. of bitstreams: 1 Bernardete de Lourdes Alvares Marcelino.pdf: 1593635 bytes, checksum: fb84dd6895356c43b02334c5d17ef4dd (MD5) Previous issue date: 2018-08-15 / The present study performs a description and analysis of the formative experience collaboratively developed between Coordinator and teachers. It is a qualitative research conducted in public school and, in addition, unveiling the formation of collaborative group in tessitura. Focused on stories about the experience lived by those involved in the formative experience, the study describes strategies for construction of educational projects with shared teaching, highlighting the following: talk and narrative autobiographical wheel of teachers. The study indicates the limits, possibilities of building collaborative training process as well as the deployment of strategies that provide shared decencies such as the development of collaborative projects. Expected significant contributions to teaching and construction of the training process at school, with the recognition of the word of the professionals involved whose professional experience provides advances to your pedagogical practice / O presente estudo realiza uma descrição e análise de uma experiência formativa colaborativa desenvolvida entre coordenador e professores. Trata-se de uma pesquisa qualitativa efetuada em uma escola pública e busca, além disso, desvelar o processo de constituição de grupo colaborativo na tessitura da formação. Focado nas narrativas sobre a experiência vivida pelos envolvidos na experiência formativa, o estudo descreve as estratégias de construção de projetos didáticos com docência compartilhada, evidenciando os procedimentos: roda da conversa e narrativas dos professores. O estudo indica ainda os limites e as possibilidades da construção de um processo formativo colaborativo. Espera-se que, com desenvolvimento desta pesquisa, possa contribuir para que outros coordenadores possam empreender a construção do processo de formação na escola, com o reconhecimento dos profissionais envolvidos na experiência profissional e com maior possibilidade de produzir avanços em sua prática pedagógica respaldados em uma prática narrativa e dialógica

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-19T11:51:04Z No. of bitstreams: 1 Morena Cristal Limaverde Sotero.pdf: 7065141 bytes, checksum: 11f1504d27ae8fbbd5407d20c03082a1 (MD5) / Made available in DSpace on 2018-10-19T11:51:04Z (GMT). No. of bitstreams: 1 Morena Cristal Limaverde Sotero.pdf: 7065141 bytes, checksum: 11f1504d27ae8fbbd5407d20c03082a1 (MD5) Previous issue date: 2018-08-16 / The debate on education paradigm is relevant facing the imposed challenges by an ethical and ecological crisis which permeates society. A paradigm can be understood as a force acting over a society which submits to certain dogmas and ideologies. Such elements are absorbed and unconsciously reproduced by the people, operating on how they deal with themselves, with the others and with nature. (MORIN, 2010). The present research brings as an investigative field VILA School, in Fortaleza, since it was built on a teaching context over 36 years proposing an education paradigm starting from an Ecosystemic Pedagogical approach, with its curricular principle based on empathy, self-awareness, collaborative work, dialogue with local and global community and creativity. As a starting point we investigated if the teacher’s knowledge related to Vila school pedagogical praxis is contemplated on training activities offered to its teachers. To do so, a qualitative research was held through a focal group with employed teachers and semi structured interviews with coordinators. Data was then processed using IRAMUTEQ software, generating five types of discussion. The analyzed results were organized in two phases: the first with the identified teacher’s knowledge; and the second with the knowledge categories according to the eight dimensions applied on teachers training, proposals of Sousa and Placco (2016). Among the analyzed teacher’s knowledge, it stands out being open to “what’s new”, sensitiveness and planetary consciousness. About the teacher’s training, it is clear the relevance of multidimensionality on teacher’s knowledge, high lightening the dimension we add to those on which we are based upon – Contact with Nature – as a learning source of knowledge for a paradigmatic transformation. We conclude that such investigation may contribute to creating future learning proposals of VILA teachers and possibly other teaching proposals which consider ethic and ecology as guidelines to school learning / A discussão sobre os paradigmas em educação é relevante frente aos desafios impostos por uma crise ética e ecológica que permeia a sociedade. Um paradigma pode ser entendido como uma força, a qual submete uma sociedade a determinados dogmas e ideologias, que são assimilados e reproduzidos de forma inconsciente pelos indivíduos, influenciando-os na maneira que se relacionam consigo mesmos, com o outro e com a natureza (MORIN, 2010). A presente pesquisa tem como campo investigativo a Escola VILA, em Fortaleza, por ser um contexto de ensino que há 36 anos propõe um paradigma de educação a partir de uma abordagem Pedagógica Ecossistêmica, cujo princípio curricular é norteado pela empatia, autopercepção, trabalho colaborativo, diálogo com a comunidade local e global, e criatividade. Como ponto de partida, buscou-se investigar se os saberes docentes imbricados na prática pedagógica da Escola VILA são contemplados nas ações formativas propostas aos seus professores. Para isso, realizou-se uma pesquisa de natureza qualitativa, por meio de um grupo focal com professores em exercício e entrevistas semiestruturadas com os coordenadores. Os dados foram processados por meio do software IRAMUTEQ, gerando cinco classes de discussão. Os resultados analisados foram organizados em duas etapas: a primeira, com a identificação dos saberes docentes; a segunda, com a categorização dos saberes de acordo com as oito dimensões da formação de professores, propostas por Sousa e Placco (2016). Dos saberes docentes analisados, destacam-se a abertura “ao novo”, a sensibilidade e a consciência planetária. Sobre a formação de professores, evidencia-se a relevância da multidimensionalidade na formação docente, com destaque à dimensão por nós acrescentada àquelas em que nos baseamos – Contato com a Natureza –, como fonte formativa de saberes para uma transformação paradigmática do ensino. Concluímos que esta investigação pode contribuir com a organização de futuras propostas formativas dos professores da Escola VILA e, possivelmente, com outras propostas de ensino que considerem a ética e a ecologia como princípios norteadores da aprendizagem na escola

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-09T10:23:02Z No. of bitstreams: 1 Milena Marques Micossi.pdf: 1485954 bytes, checksum: 300656afa62b8131ba4363f41545c2a3 (MD5) / Made available in DSpace on 2018-11-09T10:23:02Z (GMT). No. of bitstreams: 1 Milena Marques Micossi.pdf: 1485954 bytes, checksum: 300656afa62b8131ba4363f41545c2a3 (MD5) Previous issue date: 2018-09-13 / The present research aims at investigating how teachers’ continuing professional development is able to bring about reflection and contribute to the change of literacy teachers’ practices in municipal schools in the city of São Paulo. The development policy within this context is guided by the training suppositions of the Pacto Nacional pela Alfabetização na Idade Certa – PNAIC (National Pact for Literacy at the Right Age). To look into how continuing professional development can contribute to the change of teachers’ activity, the study proposes the analysis of aspects of the training route which may promote reflection and eventual change. It also investigates the action of the former as a mediator in the process of reconstructing and resignifying literacy teachers’ methods, as well as identifies whether there were changes in practice through continuing professional development offered and measured by the suppositions of PNAIC. The theoretical background deployed is composed by Freitas (2007), Placco and Souza (2015), Larrosa (2002), Almeida (2002) and Tardif (2014). The study was conducted at a municipal school of basic education in the region of São Mateus, East Zone of São Paulo. The subjects of the research are five literacy teachers who took part in the 2016’s continuing professional development program. The methodology is qualitative, with the objective of studying the contingencies of the subjects under actual working conditions. Data was collected through a questionnaire and individual and collective interviews, always semi-structured. The analysis of the data has revealed that continuing professional development will likely promote change of practices as long as the professional and formative trajectory of the teachers is taken as a starting point for the reflections, being teaching activity itself the object of study and investigation in the face of the proposition of a formative itinerary which favors meaningful experiences that affect the former and leads to looking for new pedagogical practices. For this purpose, the study has also confirmed that the development must establish dialogical processes which emphasize an active listening and an attentive look from the former towards the groups of teachers, breaking with the conceptual and pragmatic deconstruction discourse to promote the pragmatic resignification mediated by teachers’ trajectory discourse. The research has also testified that the practice as the object of study has fostered its approximation to the theoretical basis, which aroused, besides legitimating literacy teachers’ work, changes of teaching activity in the literacy period / A presente pesquisa tem por objetivo investigar como a formação continuada docente pode contribuir para a reflexão e mudanças das práticas dos professores alfabetizadores da Rede Municipal de São Paulo. A política de formação desse contexto pauta-se nos pressupostos formativos do Pacto Nacional pela Alfabetização na Idade Certa – PNAIC. Para investigar como a formação continuada pode contribuir para a mudança das práticas docentes, o estudo propõe a análise dos elementos do itinerário formativo que podem promover a reflexão e a possível mudança. Analisa também a ação do formador como mediador no processo de reconstrução e ressignificação das práticas, além de verificar se houve indicadores de mudança das práticas a partir da formação continuada oferecida e mediada pelos pressupostos do Pnaic. As referências teóricas adotadas neste estudo são Freitas (2007), Placco e Souza (2015), Larrosa (2002), Almeida (2002) e Tardif (2014). O estudo foi realizado em uma unidade educacional municipal de ensino fundamental da região de São Mateus, zona leste da cidade de São Paulo no ciclo de alfabetização. Os sujeitos da pesquisa são cinco professoras alfabetizadoras que realizaram a formação continuada em contexto no ano de 2016. A metodologia de pesquisa é qualitativa com o objetivo de estudar as contingências dos sujeitos em condições reais de trabalho. Como instrumentos de coleta de dados foram utilizados o questionário, a entrevista individual e a entrevista coletiva, sempre semiestruturadas. A análise dos dados revelou que a formação continuada poderá promover a mudança das práticas quando o formador considerar a trajetória formativa e profissional dos professores como o ponto de partida das reflexões, sendo a própria prática docente o objeto de estudo e investigação diante da proposição de um itinerário formativo que privilegie as vivências de experiências significativas que afetem o docente e o levem a buscar novas práticas pedagógicas. Para tanto o estudo também comprovou que a formação deverá estabelecer processos dialógicos que privilegiem a escuta ativa e o olhar atento por parte do formador com o grupo de professores, rompendo com o discurso da desconstrução conceitual e pragmática para o discurso da ressignificação pragmática mediada pela própria trajetória docente. A pesquisa também comprovou que a prática como objeto de estudo promoveu sua aproximação com a fundamentação teórica o que permitiu, além da legitimação do trabalho dos professores alfabetizadores, a mudança das práticas docentes no ciclo de alfabetização

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-12T09:24:17Z No. of bitstreams: 1 Aline Santti Valentim.pdf: 41200062 bytes, checksum: 1be19bc7606eb406b14da94f7e0d7f91 (MD5) / Made available in DSpace on 2018-12-12T09:24:17Z (GMT). No. of bitstreams: 1 Aline Santti Valentim.pdf: 41200062 bytes, checksum: 1be19bc7606eb406b14da94f7e0d7f91 (MD5) Previous issue date: 2018-10-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Autism Spectrum Disorder (ASD) is characterized as a limitation in social interaction and verbal behavior that occurs persistently in different contexts since early childhood and usually remains throughout individual’s life. Among intervention models for cases of ASD, behavioral therapy is one of the most effective. Studies have investigated alternative methods for teaching parents and professionals to apply discrete trial training (DTT) that would make possible to dispense or minimize the presence of a specialist and would be faster and more economical. Computer-assisted teaching is an alternative that has been investigated in different countries, although, until now, few studies have been carried out on computer-assisted teaching of discrete trial training in Brazil. The present study aimed to evaluate the effectiveness of a teaching instruction with discrete trial training performed in a fully computerized manner on the accuracy of teachers’ performance in the execution of discrete trial training. Three female teachers with experience in attending children with ASD from a special inland school of the Brazilian state of Paraná were the participants. The discrete trial training sessions were carried out with four children from the same school. Only one teacher completed all the modules. The applied computer-assisted teaching was not sufficient to enable the teachers to execute discrete trial training in the natural context, and the results did not show a correspondence between the teaching objectives of each module and changes in the teachers’ performances during discrete trial training sessions with the children with ASD. Finally, it was possible to list aspects that deserve future researches in the area of computer-assisted teaching of discrete trial training / O Transtorno do Espectro Autista (TEA) é caracterizado como uma limitação em interação social e comportamento verbal que ocorre de forma persistente em diferentes contextos desde a primeira infância e que permanece, geralmente, por toda a vida do indivíduo. Entre os modelos de intervenção para os casos de TEA, a terapia comportamental é um dos mais eficazes. Estudos investigaram métodos alternativos de capacitação para aplicação do procedimento de tentativas discretas a pais e profissionais que permitissem dispensar ou minimizar a presença de um especialista e fossem mais rápidos e econômicos. O ensino informatizado é uma alternativa que vem sendo investigada em diferentes países, apesar de, até o momento, poucos estudos terem sido realizados sobre ensino informatizado de tentativas discretas no Brasil. O presente estudo teve como objetivo avaliar a eficácia de um ensino de instrução com tentativas discretas realizado de modo totalmente informatizado sobre a precisão de desempenho de professores na execução do procedimento de tentativas discretas. Participaram três professoras com experiência no atendimento a crianças com TEA de uma escola especial no interior do Paraná. As sessões de execução de tentativas discretas foram realizadas com quatro crianças da mesma escola. Apenas uma das professoras concluiu todos os módulos. O ensino informatizado aplicado não foi suficiente para capacitar as professoras a executarem tentativas discretas no contexto natural, e os resultados não demonstraram correspondência entre os objetivos de ensino de cada módulo e as alterações nos desempenhos das professoras durante as execuções de tentativas discretas com as crianças com TEA. Finalmente, foi possível elencar aspectos que merecem investigações futuras na área de ensino informatizado de tentativas discretas

This study investigates the influence of inner-city and suburban student teaching upon adjustment and effectiveness of first-year elementary teachers, with secondary attention to their personal and professional problems of adjustment to their initial teaching location. The fifty-five subjects of this study were first-year, inner-city and suburban teachers in the Dallas area. Except for two Black females and three Anglo males, all were Anglo females. The findings of this study support the following conclusions 1. Student-teaching locale should not be the determining factor in deciding the type of school for first-year teachers. 2. Effective inner-city student teachers may be expected to be highly effective teachers in both inner-city schools and those in other locales. 3. Successful student-teaching experiences, regardless of location, can be expected to produce well-adjusted, effective teachers. 4. It can be anticipated that inner-city teachers will experience a negative change in optimism, attitudes toward teaching, general adjustment and mental health during their initial year of teaching. 5. Both suburban and inner-city teachers who enjoyed successful student-teaching experiences can be expected to have good self-perception, empathy, a favorable view of children, confidence regarding classroom discipline, and effectiveness as a teacher.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-11-09T11:20:20Z No. of bitstreams: 1 Mariza de Paula Dias Coelho.pdf: 1957287 bytes, checksum: 7282573bf010dd9bc45e821868e3ce67 (MD5) / Made available in DSpace on 2017-11-09T11:20:20Z (GMT). No. of bitstreams: 1 Mariza de Paula Dias Coelho.pdf: 1957287 bytes, checksum: 7282573bf010dd9bc45e821868e3ce67 (MD5) Previous issue date: 2017-09-15 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This study aims to study how the first public competitions for teachers of the primary level of public education in the city of São Paulo occurred in order to investigate elements related to the rituals in the first tender processes for schools in the years 1892, 1893, 1894. The privileged sources for this purpose and elaboration of the dissertation are the regulations of public instruction, educational legislation produced by the provinces, more specifically that of São Paulo, reports of the provincial presidents, pertinent authors that approach the theme, laws, decrees but mainly documentation required for the registration and the written tests and answered by the candidates. From the theoretical considerations of Vicentini and Lugli (2009) that discuss the importance of professional consolidation of the teacher, and present the tender process as one of these elements. It seeks to analyze this action within the complex set of appointments for public education in the period. As a result, it is understood that there were different ways of recruiting teachers for primary schools in São Paulo. About the rituals there is a great appeal about the candidate's morality and suitability, as evidenced in the pilgrimage through the search of the documents for the inscription / Esta pesquisa de objetiva estudar de que maneira ocorreu a execução dos primeiros concursos públicos para professores do nível primário da instrução pública na cidade de São Paulo, a fim de investigar elementos relativos aos rituais nos primeiros processos de concurso para as escolas, nos anos 1892,1893,1894. As fontes privilegiadas para este objetivo e elaboração da dissertação são os regulamentos de instrução pública, legislação educacional produzida pelas províncias, mais especificamente a de São Paulo, relatórios dos presidentes provinciais, autores pertinentes que abordam o tema, leis, decretos, mas principalmente a documentação requerida para a inscrição e as provas escritas e respondidas pelos candidatos. A partir das considerações teóricas de Vicentini e Lugli (2009) que discutem a importância da consolidação profissional do docente, e apresentam o processo de concurso como um desses elementos. Busca-se analisar essa ação dentro do complexo jogo de provimentos de cargos para a instrução pública no período. Como resultado, compreende-se que havia diferentes formas de recrutamento de professores para as escolas primárias paulistas. Sobre os rituais percebe-se um grande apelo em torno da moral e da idoneidade do candidato, de modo evidenciado na peregrinação pela busca dos documentos para a inscrição

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-02-08T11:19:54Z No. of bitstreams: 1 Sheila Ferreira Costa Coelho.pdf: 14699818 bytes, checksum: 727616724dcb9c261298a785f4a4391b (MD5) / Made available in DSpace on 2018-02-08T11:19:54Z (GMT). No. of bitstreams: 1 Sheila Ferreira Costa Coelho.pdf: 14699818 bytes, checksum: 727616724dcb9c261298a785f4a4391b (MD5) Previous issue date: 2018-01-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this study is to investigate the appropriations that the Reading Room Advisors of the Regional Directory of Education - Pirituba / Jaraguá of the Municipal Education Network of the city of São Paulo carried out in-service teacher education, based on education for ethnicracial relations, between 2013 and 2016, in order to subsidize the implementation of Laws 10.639 / 03 and 11.645 / 08, and how these appropriations are present in their daily practice of the Reading Room. To infer the effectiveness of affirmative policies actions, two complementary stages were developed: survey and bibliographic analysis, and interviews, considering Oral Thematic History as an appropriate methodology to answer the following question: Which relations can be established between the fundamentals of the ethnic-racial relations educational action developed during the education of Reading Room guidance teachers and the memories of the interviewed teachers? The selection criteria of the four teachers interviewed were: to be teachers of the reading room of the Directory of Education - Pirituba / Jaraguá and to work in this position prior to 2013, and to have participated in inservice teacher education meetings between2013 and 2016. The authors who supported the research are: Ivor F. Goodson on curriculum; Kabengele Munanga and Nilma Lino on education for ethnic-racial relations; Dominique Juliá on school culture; Verena Alberti on oral history; Le Goff on memory and Mauricio Tardif on teaching knowledge / Esta pesquisa tem como objeto de estudo investigar as apropriações que os Professores Orientadores de Sala de Leitura da Diretoria Regional de Educação Pirituba/Jaraguá da Rede Municipal de Ensino da cidade de São Paulo, realizaram da formação continuada, pautada na educação para as relações étnico-raciais, realizadas no período de 2013 a 2016, com objetivo de subsidiar a implementação das leis 10.639/03 e 11.645/08, e como essas apropriações estão presentes nas suas práticas cotidianas de Sala de Leitura. Para inferir a efetivação das ações da política de formação afirmativa, foram desenvolvidas duas etapas complementares: levantamento e análise bibliográfica, e, realização de entrevistas considerando a História Oral Temática como metodologia apropriada para responder a seguinte questão: Quais relações podem ser estabelecidas entre os fundamentos da ação educativa das relações étnico-raciais trabalhados na formação de professores orientadores de Sala de Leitura e as memórias dos docentes entrevistados? Os critérios da seleção dos quatro docentes entrevistados foram: serem Professores Orientadores de Sala de Leitura da Diretoria de Educação Pirituba/Jaraguá e atuarem nessa função desde antes de 2013, tendo participado dos encontros de formação continuada nos anos de 2013 a 2016. Os autores que subsidiam a pesquisa são: Ivor F. Goodson sobre currículo; Kabengele Munanga e Nilma Lino sobre educação para as relações étnicoraciais; Dominique Juliá sobre cultura escolar; Verena Alberti sobre história oral; Le Goff sobre memória e Mauricio Tardif sobre os saberes docentes

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-26T12:27:10Z No. of bitstreams: 1 Juliana Najados Hoffmann.pdf: 1514929 bytes, checksum: f1b92f4fe047c6e4c26ad52157a45f63 (MD5) / Made available in DSpace on 2018-03-26T12:27:10Z (GMT). No. of bitstreams: 1 Juliana Najados Hoffmann.pdf: 1514929 bytes, checksum: f1b92f4fe047c6e4c26ad52157a45f63 (MD5) Previous issue date: 2018-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this paper, we discuss the authority of the teacher and its practice in the classroom, important elements at the present, since both society and the expectations regarding this discussion have changed. In a psychosocial perspective, the historical and social context of the individual integrates and conditions the opinion and conception formation, impacting on the way one apprehends the world. Considering that authoritarianism has accompanied the democratic development of Brazil, our study intends mainly to understand the social representations of primary school teachers about the teaching authority through the social and historical perspective of the constitution of this concept. For that, we use the Theory of Social Representations, first formulated by Serge Moscovici, in 1961, as theoretical support. In this research, we interviewed thirty elementary school teachers from two municipal schools in the underprivileged suburban areas of the city of São Paulo; and we developed an instrument with the Word-Free Association Test (Teste de Associação Livre de Palavras) and open questions regarding the issue of teaching authority. We used three types of analysis procedures: the prototypical analysis, the similitude analysis, and the word cloud, all of which involved the IRAMUTEQ software, aiming to identify the possible peripheral and core elements of representations. The analysis allowed us to understand that the word respect is the concept that most represents the teaching authority for these teachers, since it has strong affective connotations, as well as a strong connection with the words power, order, leadership and fear. It is possible that these teachers have never experienced any kind of authority other than associated with power, fear, and order, which leads to an opposite direction than that of the democratic authority. Therefore, our research indicates that overcoming this gap involves new experiences, new forms of acquaintance, new ways of seeing relationships so that other representations about authority are constructed: it is not possible to demand change without dialogues about more democratic processes for authority / Nesse trabalho, discutimos a autoridade do professor e a sua prática em sala de aula, elementos fundamentalmente importantes nos dias de hoje, uma vez que a sociedade se modificou e com ela também as expectativas em relação a esta discussão se alteraram. Em uma perspectiva psicossocial, o contexto histórico e social do indivíduo integra e condiciona a formação de opiniões e concepções, refletindo em sua apreensão de mundo. Tendo em vista que o autoritarismo acompanhou o desenvolvimento democrático do Brasil, nosso estudo objetiva principalmente compreender as representações sociais de professores do Ensino Fundamental sobre a autoridade docente, por meio da perspectiva social e histórica da constituição desse conceito. Para tal, utilizamos como suporte teórico a Teoria das Representações Sociais (TRS), inaugurada por Serge Moscovici, em 1961. Nessa pesquisa, entrevistamos 30 professores do Ensino Fundamental de duas escolas municipais de regiões periféricas da cidade de São Paulo; e elaboramos um instrumento com o Teste de Associação Livre de Palavras (TALP) e questões abertas referentes à questão da autoridade docente. Utilizamos três tipos de procedimentos de análises: a análise prototípica, a análise de similitude e a nuvem de palavras, sendo que todas envolveram o software IRAMUTEQ, pois objetivamos identificar possíveis elementos periféricos e do núcleo central das representações. A análise nos possibilitou compreender que a palavra respeito é o conceito que mais representa a autoridade docente para esses professores, uma vez que, além de forte ligação com as palavras poder, ordem, liderança e medo, tem forte conotação afetiva. Possivelmente, esses professores não tenham vivenciado outro tipo de autoridade que não aquela cujo sinônimo é poder, medo e ordem, o que leva a uma direção contrária à da autoridade democrática. Dessa forma, nossa pesquisa aponta que a superação de tal lacuna envolve novas experiências, novas vivências, novas formas de enxergar as relações para que outras representações sobre a autoridade sejam construídas: não há como exigir mudança sem haver diálogos sobre processos mais democráticos para a autoridade

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)