Made available in DSpace on 2016-04-04T18:27:47Z (GMT). No. of bitstreams: 1 Osmar Domingos dos Reis Junior.pdf: 1654695 bytes, checksum: b94c51f2b04685bb08b91c014fdeab4a (MD5) Previous issue date: 2009-02-26 / This paper aimed at studying the subjectivity senses configuring the process of self-perception as teachers for pedagogy students. This study is located in the spectrum of the present tendency of pedagogy studies, trying to find a solution to the crisis in its formation and identity development process that is a result of an uncertain historical context. Based on Gonzalez Rey?s Subjectivity Theory, it adds to the teacher-to-be individual?s subjectivity view, helping in the debate of teachers? formation. This research is made under the qualitative research theory, which values the interpretative-constructive role of the researcher. By showing images related to school context, and valuing the dialogue as the real moment of apprehension of the human complexity?s expression indicators, the research was made with four pedagogy students. It was tried to identify the subjective configurations which influences their self-representation as teachers. At the end, it was concluded that today?s representation of teachers is more related to affective and relational aspects than cognitive and informational ones. It was also concluded that the representation of the teaching is closely related to a romantic and idealistic view of the occupation. And a third conclusion is that there must be more integration between the formative context and the teaching practice. It could be made by dialogues and practical experiences during the whole graduation process, and not only at the end, as usual. This research is not the end of the debate, but it proposes a new way of comprehending the matter, helping the search for solutions to the present day pedagogy dilemmas. / O presente trabalho teve por objetivo estudar os sentidos subjetivos que configuram o processo de ver-se enquanto professores em alunos de Pedagogia. Esse estudo localiza-se dentro do espectro da presente tend?ncia de estudos em pedagogia, a qual busca solucionar um momento de crise em sua forma??o e identidade, resultado de seu contexto hist?rico de indefini??es. Baseada na Teoria da Subjetividade, de Gonzalez Rey, este trabalho contribui com uma vis?o da subjetividade da pessoa que se prepara para ser o professor, que ? importante para a discuss?o do tema sobre forma??o de professores. Esta pesquisa se encontra sob a perspectiva da pesquisa qualitativa, valorizando o papel construtivo interpretativo do pesquisador. Por meio do uso de imagens relacionadas ao contexto escolar, e valorizando o di?logo como real momento de apreender indicadores da complexidade da express?o humana, a pesquisa estudou quatro alunas de pedagogia, buscando identificar as configura??es subjetivas que influenciam suas representa??es de si mesmas acerca da doc?ncia. Ao final, chegou-se ? conclus?o que a representa??o do professor contempor?neo relaciona-se preponderantemente ao campo afetivo e relacional do que ao da capacidade cognitiva e informacional. Concluiu-se tamb?m que a representa??o da pr?tica docente est? intimamente relacionada a uma vis?o romantizada e idealizada da profiss?o. E, um terceiro aspecto aqui observado foi que deve haver mais integra??o entre o contexto formativo e a pr?tica docente, por meio de di?logos ou de viv?ncias durante todo o curso e n?o apenas ao final dele. Essa pesquisa n?o esgota o tema, mas se prop?e a trazer uma nova maneira de compreender o problema, auxiliando na busca por solu??es para os dilemas pedag?gicos hoje em voga.

This investigation attempts to consider the identity of the contemporary Bergsonian philosophy of immanence by reflection on key conceptualisations from the work of Henri Bergson. From the view that thinking Bergsonian is an attitude of philosophy that anticipates the metaphysics of a philosophy of process, the demands of the emergence of thinking in art plays a role the directions of philosophical development. It is by this concern that key Bergsonian concepts serve as grounding of philosophical reflections of the related themes of time, images, and movement, and the change of thinking, towards an encounter of the practice of philosophy through the process of painting. Under the rubric of contemporary process metaphysics in art, we will attempt to establish a conceptual framework from principle Bergsonian conceptualizations, to acknowledge the process of painting as a different methodology of philosophy. This study of philosophy through painting then becomes a corresponding philosophy of the difference of thinking and the challenges to go beyond its identity. Proceeding by Bergsonian conceptualisations, to frame the context for a philosophy of painting, the question of the identity of painting is situated according to the didactic philosophies of Wassily Kandinsky. The comparisons and philosophical engagement between Bergsonian thinking and Kandinskian painting will be mediated by the counter interpretations of the philosophy of Michel Henry. The motivation to return to Bergsonian, exercised by a synthesis of Bergson’s concepts and Kandinsky’s theoretical practice, is situated according to an understanding of the identity of painting according to the terms of an ontology of images. In terms of a Bergsonian account of image, supported by a Kandinskian perspective, the focus will be towards the possibilities of philosophy and the metaphysics of becoming through the process of painting.