Orientador: Jocimar Daolio / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-21T21:40:24Z (GMT). No. of bitstreams: 2 RodriguesJunior_JoseCarlos_D.pdf: 3608515 bytes, checksum: 91f17d249f39cb2b9be163736976acfc (MD5) RodriguesJunior_JoseCarlos_D_ANEXO.zip: 5560414 bytes, checksum: 6ce8a1957fea18c55d12ba8c277db779 (MD5) Previous issue date: 2012 / Resumo: O objetivo da pesquisa foi traçar a trajetória biográfica percorrida por seis professores de Educação Física ao longo da vida para compreender os processos de formação docente e o itinerário de constituição de seus respectivos saberes. Para isso, a pesquisa buscou alcançar os elementos biográficos que tornaram os sujeitos professores e, em seguida, reconstruir o fluxo de constituição dos saberes. A primeira fase da pesquisa, desenvolvida a partir de um conjunto de entrevistas, deu-se com a solicitação de lembranças acerca de diferentes etapas da vida (Educação Familiar, Educação Básica, Formação Acadêmica e Experiências Profissionais). Na segunda fase os professores foram convidados a realizar análise compreensivo-reflexiva (reflexão autobiográfica) do material relatado, que objetivou a análise sobre a existência ou não de aspectos do que foi relatado que ainda influenciasse ou que já tivesse influenciado na formação e atuação profissional. Participou deste estudo um professor com três anos de docência; outro com quatro anos; outro com dezesseis anos; outro professor com vinte e um anos e dois professores com trinta anos de profissão. Os professores, ao longo do exercício de reflexão autobiográfica, apontaram a prática profissional como principal etapa biográfica responsável pela aprendizagem da docência. Contudo, o desenvolvimento da reflexão autobiográfica possibilitou a transformação da compreensão inicial de que a prática pedagógica seria aprendida com o decorrer da carreira, e que o processo de constituição docente e de construção dos saberes necessários à prática educativa teve início antes do ingresso no curso de graduação, ao longo da Educação Familiar e Educação Básica, principalmente nas aulas de Educação Física dos Ensinos Fundamental e Médio, que contou com o esporte como conteúdo hegemônico. Ficou demonstrado que a carreira profissional é um processo formativo que proporcionou importantes transformações nas compreensões dos professores, possibilitando, principalmente aos professores com maior tempo de carreira, transformações em seus saberes docentes. Contudo foi possível acessar que etapas anteriores de vida, e a própria formação profissional desencadeada na graduação, também ofereceram elementos de referências à prática pedagógica dos professores. Para os professores com menor tempo de carreira, a graduação demonstrou ter sido um período de formação que ofereceu modelos de referências que proporcionaram rupturas com modelos construídos ao longo da Educação Básica. Em relação aos professores com maior tempo de carreira, a prática pedagógica, principalmente depois de acumulados aproximadamente dez anos de atuação profissional gerou transformações significativas nos saberes sobre conteúdos, objetivos, metodologias de ensino e avaliação constituídos nos períodos da Educação Básica e reproduzidos no Ensino Superior. Diversos elementos biográficos desde a Educação Familiar, passando pelas experiências com diferentes manifestações corporais da Cultura de Movimento dentro e fora da escola, o processo educativo formal escolar e a graduação foram evidenciados e reconhecidos pelos professores como influenciadores de aprendizagens que intencionalmente ou ocasionalmente viriam à baila durante as ações didático-pedagógicas. O caminho metodológico adotado na pesquisa proporcionou aos professores a compreensão da complexidade do processo de transformação do sujeito em docente de Educação Física e a dinâmica de constituição e ressignificação dos saberes ao longo de toda a trajetória de vida / Abstract: Outlining the bibliographical trajectories and life paths of six Physical Education professors throughout their career and life was the main objective of our research in order to understand the processes of teacher education and the route of setting up their knowledge. In order to do this, the research sought to achieve the bibliographic elements which make the subject teachers and then reconstruct the flow of acquisition of knowledge. The first phase of research, which was developed from an individual set of interviews with each one of our participants, occurred as memories related to different stages of life (Family Education, Elementary through High School Education, Academic Background and Professional Experiences). On the second stage, the same educators were suggested to perform reflexive and understandable analysis (autobiographical reflection) of the data collected on their life account, which had the objective to determine the analysis of whether the existence of aspects in the account were still, or had been, in any other moment, a driving force of influence up to date in their studies background and their professional practices. The participants were: a three year old, a four year, a sixteen year, a twenty year and two thirty year old experienced career professors (6 - total). Throughout the self-biographical exercise, the professors pointed out professional everyday practice as the main biographical stage responsible for the acquisition and mastering of their professional qualifications. However, as the autobiographical reflection process was being carried out, transformation of the initial understanding, that educational practice alone would be learned along the career and as it matured, changed, and that the teaching constitution process of knowledge needed for educational practice had begun before undergraduate school enrollment. Family Education and Basic School played a big part, especially PE (Physical Education) classes in both Elementary School and High School, which included sports as a homogeneous content. It was demonstrated that professional career is a formative process which provided important transformation in our educators' understanding, enabling, especially to those of a longer career, transformation in their academic and teaching knowledge. Nevertheless, it was possible to assess that previous stages of life, and vocational training triggered at undergraduate level, also offered referential elements to educator's teaching practice. For those in the study with shorter careers, undergraduate studies was understood as a formational period which offered referential models and provided a long term Elementary and High School Educational model rupture. When focusing on our more experienced professors, Educational practice and Teaching abilities, especially after ten years in the professional field, produced significant transformation in knowledge related to content, objectives, teaching approach and evaluation acquired in Basic Education and moreover reproduced in Higher Education level. A number of diverse biographical elements, ranging from Family Education, moving on to a variety of experiences on different corporal manifestations related to Movement Culture in both school and out of school environment, formal educational process and academic undergraduate studies were observed and detected by our teachers as influential factors in learning experience which intentionally or occasionally would come to play during educational-didactical action. The methodology adopted in the survey provided the teachers the understanding of the complexity of the transformation process of the subject into a Physical Education teacher and the dynamic creation and resignification of the knowledge throughout the whole life course / Doutorado / Educação Fisica e Sociedade / Doutor em Educação Física

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No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Caciele Guerch Gindri de Bastos_Dissertacao.pdf: 1733383 bytes, checksum: 65fb250320d69d2e0db82b42c25d2085 (MD5) Caciele Guerch Gindri de Bastos_Produto da Dissertacao.pdf: 267483 bytes, checksum: 319ab4320f99213bf408497640b4a006 (MD5) Previous issue date: 2015-12-09 / Sem bolsa / O presente estudo teve como objetivo verificar qual o perfil de professor de ciências que está sendo constituído no Curso de Ciências Biológicas da UFPEL. Para tanto, a formação docente inicial, nesta pesquisa, pode ser descrita como uma articulação entre os saberes experienciais, disciplinares, curriculares e profissionais, com base nos saberes de Tardif (2005). Para este trabalho partimos da ideia da construção, ao longo da formação inicial, dos perfis docentes, sendo denominados: (1) perfil docente idealizado (subjetivado), definido como ensaios docentes obtidos a partir de conhecimentos, em maior parte teóricos, adquiridos pelos sujeitos até Disciplina de Estágio Supervisionado II; (2) perfil docente realizado (objetivado) sendo aquele embasado nas primeiras vivências como docente, na regência durante o estágio, em particular no Ensino de Ciências. Diante de nossas inquietudes com relação às concepções formativas que permeiam a teoria e a prática pedagógicas, construímos a seguinte questão de pesquisa: na visão dos acadêmicos, qual o perfil docente está sendo construído ao longo da formação de professores de ciências da UFPEL? Os sujeitos da pesquisa são acadêmicos do Curso de Licenciatura em Ciências Biológicas da UFPEL, ingressantes no ano de 2012, sendo que a coleta de dados ocorreu na Disciplina de Estágio Supervisionado II - 7º semestre. A pesquisa seguiu os moldes de uma Pesquisa Qualitativa e o processo de análise deu-se por meio de uma Análise de Conteúdo. A coleta, análise e discussões dos dados deram-se a respeito das disciplinas específicas, pedagógicas, suas relações, a Disciplina de Didática do Ensino de Ciências (Prática como Componente Curricular) e a Disciplina de Estágio Supervisionado II. Diante disso, os acadêmicos, em sua maioria, consideram que as disciplinas específicas e pedagógicas cumpriram seu papel no processo de formação, porém apontando fragilidades nas relações entre ambas. Quanto a Disciplina de Didática do Ensino de Ciências os sujeitos manifestam como responsável pela articulação das disciplinas específicas e pedagógicas. Já o estágio supervisionado representou vivências com a realidade escolar, o primeiro contato com o “ser professor, aprendizado e, ainda, uma forma de aplicar os conhecimentos já adquiridos. Os licenciandos, também, em parte, sentem-se inseguros quanto a primeira prática, no que diz respeito às relações interpessoais, conteúdos e frustrações. Ainda, consideram a primeira prática como um momento de decisão pela profissão e tem ciência da necessidade de atualizar-se. Ademais, sugerem mudanças nas disciplinas pedagógicas, a inserção de mais práticas no decorrer do curso, a articulação entre as disciplinas específicas e pedagógicas, um maior preparo para o ensino de ciências, aproximação com as demais disciplinas das ciências da natureza e uma maior proximidade entre escolas e a universidade. Diante do que foi apresentado podemos considerar que o processo de formação, até o momento, está sendo considerado significativo para os acadêmicos do Curso de Ciências Biológicas da UFPEL, mas que apropriações devem ser consideradas. / This study aimed in verifying what science teacher profile has been formed in the Biological Science course of UFPEL. For this purpose, initial teacher training, in this study, may be described as an articulation between experiential, subject related, curricular, and professional knowledge, based on Tardif knowledge (2005). For this work we started off from the idea of construction, along the initial training, and of teachers‟ profiles, being denominated as: (1) idealized teachers‟ profile (subjectively thought) , defined as teaching practice obtained from mostly theoreticalknowledge, acquired by the subjects of this study up attending to Supervised Practice Subject II classes; (2) performed teachers‟ profile, during training practice, particularly in Science Teaching. In face of our concern regarding formative conceptions that permeate both pedagogic theory and practice, we asked the following question in this study: What teacher profile has been constructed from the students‟ point of view along the science teachers‟ training at UFPEL? Subjects of this study are students of The Biological Science Undergraduate Course of UFPEL, who started college in the year of 2012, with data collection taking place at Supervised Practice Subject II– 7th semester. This study followed the model of a Qualitative Research and the process of analysis happened through a Content Analysis. Data collection, analysis, and discussion were done concerningspecific and pedagogic subjects, their relations, as well as regarding Science Teaching (Practice as a Curricular Component) and Supervised Practice II subjects. In face of that, students, in their majority, consider that both specific and pedagogical subjects played their role in the training process, even though having pointed out fragilities in the relation between both. Regarding Science Teaching subject, students pointed out as responsible for the articulation of specific and pedagogical subjects. As for the supervised practice, it represented experiences with school reality, the first contact with “being a teacher”, learning and, furthermore a means of applyingknowledge that have been already achieved. Some graduates also feel insecure regarding their first teaching practice concerning interpersonal relations, contents and frustrations. Still, they consider their first practice as a decisive moment for their career and are aware of the need of modernizing themselves. Besides that, they suggest changes in pedagogical subjects, inclusion of more practice along the course, articulation between specific and pedagogical subjects, a better preparation for the teaching of science, thebringing it closer to other subjects related to natural science and a bigger proximity between schools and universities.

Lärares planering och genomförande av matematikundervisning utgår i stor utsträckning från lärarhandledningen. För att kunna bedriva en rik matematikundervisning behöver lärarhandledningen därför vara designad på ett stödjande och kunskapsutvecklande sätt för läraren, vilket kan ses som att den talar till läraren till skillnad från andra lärarhandledningar som talar genom läraren. Utifrån idén tala till läraren har forskare tagit fram tre designprinciper för att visa på hur lärarhandledningar bör vara designade. Syftet med studien är att analysera en på den svenska marknaden relativt ny lärarhandledning och undersöka hur de tre designprinciperna framkommer. Analysen är genomförd med ett analysverktyg i form av nyckelord. Resultatet visar att två av tre designprinciper finns med dock med vissa begränsningar. Vår slutsats är att den analyserade lärarhandledningen mer talar genom läraren i stället för till. / Teachers’ planning and implementation of the teaching of mathematics is mainly based on the teacher’s manual for any specific textbook. For the teacher to learn varied and comprehensive teaching skills the manual needs to be designed to support and develop these. In this way they speak to, as opposed to through, the teacher as other manuals do. Based on this, researchers have formed three design principles to point out how teacher’s manuals should be designed. The goal of this study is to analyse a manual, newly released in Sweden, and investigate how the three principles are presented. The analysis was carried out through the use of certain keywords. The result shows that two out of three design principles have been applied, but not to their full extent. Our conclusion is that the analysed teacher’s manual speaks more through the teacher instead of to him/her.

[pt] Esta tese de doutorado tem como objetivo identificar as concepções e os saberes mobilizados no exercício da docência de professores-formadores do curso de Pedagogia que atuam em disciplinas relacionadas à Educação Matemática para os anos iniciais do Ensino Fundamental. A escolha e a relevância do tema se justificam pela necessidade de pesquisas que analisem esse grupo específico de profissionais cuja atuação impacta, mesmo que indiretamente, no processo de ensino-aprendizagem dos conhecimentos matemáticos de alunos dos anos iniciais, dado o papel significativo que desempenham na formação dos futuros professores. A pesquisa conta com a participação de 25 professores-formadores, com trajetórias acadêmicas e profissionais diversas, que atuam nos cursos presenciais de Pedagogia em instituições de Ensino Superior públicas e privadas. Utilizando uma abordagem qualitativa, os dados foram produzidos por meio de questionários de autoaplicação, entrevistas semiestruturadas e fontes documentais das disciplinas de Educação Matemática ministradas pelos participantes (planejamentos, atividades e avaliações). As respostas aos questionários foram analisadas estatisticamente com o auxílio do software SPSS, enquanto as entrevistas e materiais didáticos foram submetidos à análise de conteúdo, proposta por Bardin. As interpretações e análises dos dados foram realizadas a partir da interlocução dos discursos dos participantes com o referencial teórico que versa sobre: os saberes docentes, com destaque para Tardif e Shulman, o conhecimento especializado do professor que ensina Matemática, apontado por Carrillo, e a docência no Ensino Superior sob a perspectiva de Cunha, Bolzan e Isaia. Os principais desafios encontrados pelos professores-formadores no exercício da docência no curso de Pedagogia são relacionados aos contextos emergentes com que se deparam na sala de aula e aos impactos dos efeitos institucionais em sua profissionalidade, especialmente para os que atuam em instituições de Ensino Superior privadas. Durante a investigação foi possível constatar que os percursos formativos e as trajetórias profissionais dos participantes impactam na construção da identidade profissional como formador de professores. Sobre a especificidade dessa identidade, foram reconhecidas duas posturas frente à inserção no curso de Pedagogia: docentes que se compreendem enquanto formadores das novas gerações de professores que ensinarão Matemática nos anos iniciais e aqueles que, apesar de encarar o exercício de sua docência com seriedade e profissionalismo, não se identificam com o lugar do professor-formador de pedagogos. Neste caso, a não-identidade como formador, justificou-se por uma transitoriedade na função, pois ocupam esse lugar motivados, majoritariamente, por questões financeiras e/ou burocráticas de complementação de carga horária. Estes reforçam estereótipos sobre a relação dos licenciandos com os saberes matemáticos em seus discursos e práticas. Por outro lado, os docentes que assumem a identidade de formadores do curso de Pedagogia, recorrem à uma perspectiva didática multidimensional que prioriza as dimensões relacionais e motivacionais. Nesse sentido, os saberes construídos e mobilizados por cada grupo são diferenciados. A pesquisa aponta para a necessidade de uma formação inicial que aborde o conhecimento especializado dos professores que ensinam Matemática em sua integralidade, não se limitando à superação das crenças dos licenciandos, o que demanda novas investigações que subsidiem a formação continuada e o trabalho dos professores-formadores. / [en] This doctoral thesis attempts to identify conceptions and knowledge mobilized in teacher-trainers practice in Pedagogy courses who teach subjects related to mathematics education for elementary school. The choice and relevance of the theme are justified by the lack of research that analyzes this specific group of professionals whose work impacts, even indirectly, on the mathematical knowledge teaching-learning process of elementary school students, given the significant role it plays in the training of future teachers. This research involves the participation of 25 teacher-trainers, with diverse academic and professional trajectories, who work in face-to-face Pedagogy courses in public and private higher education institutions. Using a qualitative approach, data was collected froma self-administered survey, semi-structured interviews, and documentary sources of the Mathematics Education subjects taught by the participants (planning, activities, and evaluations). Survey raw data were statistically analyzed using SPSS software. Interviews and instructional materials were subjected to content analysis, proposed by Bardin. Interpretations and data analysis were based on the interlocution of the participants speeches with the theoretical framework on teaching knowledge, with emphasis on Tardif and Shulman, mathematics teachers specialized knowledge, highlighted by Carrillo, and higher education teaching from the perspective of Cunha, Bolzan, and Isaia. The main challenges teacher-trainers encounter when teaching in Pedagogy courses are related to emerging contexts they face in the classroom and the impacts of institutional effects on their professionalism, especially for those who work in private higher education institutions. Investigation indicates that training paths and professional trajectories affect the construction of professional identity as a teacher-trainer. Regarding the specificity of this identity,two attitudes in Pedagogy courses were recognized: professors who understand themselves as trainers of new generations of teachers who will teach Mathematics in the early years, and those who, despite their seriously and professionalism, do not identify themselves with the role of a teacher-trainer. In this case, non-identityas a trainer was justified by a transitoriness in the function, as they occupy this position mainly motivated by financial reasons and/or bureaucratic issues related to supplementing the workload. This group reinforces stereotypes about the relationship between undergraduate students and mathematical knowledge in their speeches and practices. On the other hand, professors who assume the identity of trainers in Pedagogy courses, resort to a multidimensional didactic perspective that prioritizes relational and motivational dimensions. Therefore, the knowledge constructed and mobilized by each group is different. The research points to the need for initial training that addresses the specialized knowledge for teachers who teach Mathematics in its entirety, not limited to overcoming the undergraduate students beliefs, which demands new investigations that support teachers-trainers continuous education and pedagogical practice. / [es] Esta tesis de doctorado tiene como objetivo identificar las concepciones y lossaberes utilizados en el ejercicio de la docencia de profesores-formadores del cursode Pedagogía que actúan en asignaturas relacionadas con la Educación Matemáticapara los años iniciales de la Enseñanza Básica. La elección y relevancia del tema se justifican por la necesidad de más investigaciones que analicen ese grupo específico de profesionales cuya actuación impacta, aunque indirectamente, en el proceso deenseñanza-aprendizaje de los conocimientos matemáticos de los estudiantes de losaños iniciales, debido al papel significativo que desempeñan en la formación defuturos profesores. La investigación cuenta con la participación de 25 profesores formadores, con trayectorias académicas y profesionales diferentes, que actúan encursos presenciales de Pedagogía en instituciones de enseñanza superior públicas yprivadas. Utilizando un enfoque cualitativo, los datos fueron producidos a través de cuestionarios de autoaplicación, entrevistas semiestructuradas y fuentes documentales de las asignaturas de Educación Matemática impartidas por los participantes (planes, actividades y evaluaciones). Las respuestas a los cuestionarios fueron analizadas estadísticamente con la ayuda del software SPSS, mientras que las entrevistas y materiales didácticos fueron objeto de un análisis decontenido, propuesto por Bardin. Las interpretaciones y análisis de los datos fueron realizados a través de la interlocución de los discursos de los participantes con el marco teórico que aborda: los saberes docentes, destacando a Tardif y Shulman, el conocimiento especializado del maestro que enseña Matemática, señalado por Carillo, y la docencia en la educación superior desde la perspectiva de Cunha,Bolzan e Isaia. Los mayores desafíos encontrados por los profesores-formadores enel ejercicio de la docencia en el curso de Pedagogía están relacionados con los contextos emergentes que encuentran en las clases y los impactos de los efectos institucionales en su profesionalidad, especialmente para aquellos que trabajan en instituciones de enseñanza superior privadas. Durante la investigación fue posible constatar el impacto en la construcción de la identidad profesional como formador de profesores de las rutas formativas y las trayectorias profesionales de los participantes. Sobre la especificidad de esa identidad, fueron reconocidas dos posturas frente a la inserción en el curso de Pedagogía: docentes que se comprenden como formadores de nuevas generaciones de profesores que enseñarán Matemáticaen los años iniciales y aquellos que, aunque aborden su ejercicio docente conseriedad y profesionalismo, no se identifican con el rol de profesor-formador de pedagogos. En este caso, la no identificación como formador se justificó por una transitoriedad en la función, ya que ocupan esa posición motivados, en su mayoría,por cuestiones financieras y/o burocráticas de complementación de carga horaria. Esto refuerza estereotipos sobre la relación de los licenciados con los conocimientos matemáticos en sus discursos y prácticas. Por otro lado, los docentes que asumen la identidad de formadores del curso de Pedagogía recurren a una perspectiva didáctica multidimensional que prioriza las dimensiones relacionales y motivacionales. En ese sentido, los saberes construidos y movilizados por cada grupo son diferenciados. La investigación apunta a la necesidad de una formación inicial que aborde el conocimiento especializado de los profesores que enseñan Matemática en su integralidad, sin limitarse a superar las creencias de los licenciados, lo cual requiere nuevas investigaciones que fundamenten la formación continua y el trabajo de los profesores-formadores.

Depuis les années 1990, la formation des enseignants français et québécois a évolué au rythme des réformes et du mouvement de professionnalisation de l’enseignement (Malet, 2010). La France et le Québec n’ont pas opté pour les mêmes configurations de leurs programmes de formation. La formation à l’enseignement est plus longue au Québec qu’en France et correspond à un diplôme de premier cycle universitaire. Cependant, dans un pays comme dans l’autre, l’insertion professionnelle fait naître chez les nouveaux enseignants un sentiment de manque de préparation au métier (Broccolichi et al., 2018 ; Borges et al., 2021). Cette thèse s’intéresse à cette période particulière de la carrière enseignante qu’est l’insertion professionnelle et, plus particulièrement, aux apprentissages propres aux relations avec les élèves qui s’effectuent à cette période. La maîtrise de ces relations est aujourd’hui une condition indispensable pour pouvoir « faire la classe » (Barrère, 2002). À partir d’une analyse sous le prisme de la sociologie du travail enseignant, de la sociologie de l’expérience mais aussi de concepts plus proches des sciences de l’éducation tels que les « savoirs pour enseigner », le « développement professionnel » ou encore « l’apprentissage par l’expérience », cette recherche permet d’articuler des objets qui jusque-là ont plutôt été analysés séparément : la formation initiale, l’entrée dans le métier, la formation continue et les difficultés du travail enseignant. Ce travail repose sur l’analyse d’entretiens semi-directifs menés auprès d’enseignants québécois et d’enseignants français. Les résultats mettent en avant les épreuves relationnelles que les enseignants rencontrent lorsqu’ils débutent dans le métier ainsi que les stratégies qu’ils mobilisent afin de leur faire face. Ils montrent que les enseignants débutants s’appuient sur des ressources telles que la formation, la division du travail éducatif, les collègues ou encore les parents d’élèves. Enfin, ces enseignants sont présentés comme étant détenteurs de connaissances relationnelles constituées à la fois de connaissances sur les élèves et de connaissances sur eux-mêmes en situation d’interaction en classe. Cette thèse ouvre trois axes de réflexion. Premièrement, le manque de formalisation de l’interaction avec autrui est ce qui fait frein à la professionnalisation des métiers de la relation (Demailly, 2008). La réflexion autour de l’objection d’un « savoir relationnel » détenu par les enseignants chevronnés et transmis de génération en génération a donc été amorcée. Deuxièmement, l’approche comparée a permis de mettre en avant le poids de l’organisation scolaire et des choix politiques en matière de formation sur l’apprentissage de la dimension relationnelle du métier. Une réflexion sur les contenus des formations à l’enseignement mais aussi sur leur organisation a donc été proposée. Troisièmement, cette recherche propose une réflexion théorique et pratique sur les relations entre enseignants et élèves. L’injonction à l’individualisation n’a pas été couplée avec une réorganisation des espaces scolaires et du travail des enseignants. Par conséquent, il semble aujourd’hui difficile de considérer ces relations comme étant individualisées. / Since the 1990s, the education and training of French and Quebecois teachers has evolved in line with educational reforms and the professionalization movement in teaching (Malet, 2010). France and Quebec have not adopted the same configurations for their initial teacher education (ITE) programs. ITE in Quebec is longer than in France and corresponds to an undergraduate degree. However, in both countries, new teachers experience a sense of unpreparedness for the profession during their induction years (Broccolichi et al., 2018; Borges et al., 2021). This thesis focuses on a specific period in teachers' careers, namely professional induction, and particularly on the learning related to relationships with students during this time. Mastery of these relationships is now an essential condition for being able to "manage the classroom" (Barrère, 2002). Through an analysis under the lenses of the sociology of teachers’ work, the sociology of experience, and concepts closer to educational sciences such as "knowledge for teaching," "professional development," and "experiential learning" this research allows for the integration of objects that have hitherto been analyzed separately: initial teacher education, entry into the profession, continuous professional development, and the challenges of teaching. This work is based on the thematic analysis of semi structured interview conducted with Quebecois and French teachers. The results highlight the relational challenges that teachers face when starting their careers, as well as the strategies they employ to address them. They demonstrate that novice teachers rely on resources such as training, the division of educational labor, colleagues, and even students’ parents. Finally, these teachers are presented as possessors of relational knowledge composed of both knowledge about students and self-awareness in interactive classroom situations. This thesis introduces three areas of reflection. Firstly, the lack of formalization of interaction with others hinders the professionalization of relational professions (Demailly, 2008). The discussion around the notion of "relational knowledge" held by experienced teachers and transmitted from generation to generation has thus been initiated. Secondly, the comparative approach has highlighted the influence of school organization and political choices regarding training on the learning of the relational dimension of the profession. Reflection on the content and organization of teacher education programs has therefore been proposed. Thirdly, this research offers a theoretical and practical reflection on relationships between teachers and students. The call for individualization has not been coupled with a reorganization of school spaces and teachers' work. Therefore, considering these relationships as individualized appears challenging today.

La recherche aborde l’univers des savoirs enseignants depuis la perspective des professionnels qui travaillent en éducation préscolaire au Costa Rica et qui base la problématique dans les savoirs qui conforment la base de leur travail pendant l’attention et l’éducation des enfants de moins de trois ans d’âge. Ceci étant, le but général se centre dans l’identification, selon les enseignants eux-mêmes, les savoirs requis pour l’exercice enseignant, se centrant en: (a) les sources d’acquisition des savoirs enseignants, (b) la perception que les enseignants en éducation préscolaire possèdent de la population de 0 à 3 ans, ainsi que des savoirs qui ont besoin d’avoir une action et (c) analyser la façon dont les enseignants mobilisent les savoirs dans l’exercice de leur profession. Il s’agit d’une recherche qualitative de contact compréhensif qui a pour but de trouver des données avec la prétention de construire et de reconstruire leurs significations. Le contexte de la recherche a eu lieu au Costa Rica. Pour cela, on a eu la participation de 23 enseignants qui ont accompli avec les critères établis, comme, par exemple, le fait d’avoir une formation universitaire, posséder de l’expérience de travail et de travailler dans le système scolaire, aussi bien public que privé de l’éducation. Comme outils méthodologiques on a utilisé l’entretien semi-structuré et l’instruction au sosie. Tous les participants ont répondu sous leur consentement libre agréé par le Comité d’Étique de l’Université de Montréal. Les données sont passées par un processus d’analyse qui a eu le soutien du software QdaMiner et la composition d’étapes de création d’un système de classification et d’organisation initial des données, lecture générale des entretiens et signalisation de catégories préliminaires, ainsi que comme par la création de tableaux de codification finale. Les résultats peuvent être vus selon trois axes: (1) Sources d’acquisition des savoirs, qui contemple ceux en provenance de leur histoire de vie personnelle, ceux de la formation initial et continue et ceux offerts par l’expérience de travail avec les enfants de moins de trois ans; (2) Savoirs nécessaires pour travailler avec des enfants de 0 à 3 ans, se dérivant plusieurs types de savoir qui comprennent le vécu personnel et le vécu professionnel; les savoirs disciplinaires de disciplines sur le développement de l’enfant, les connaissances sur les théories d’apprentissage les diverses disciplines analogues à l’éducation; les savoirs pédagogiques dérivés de l’expérience, en rapport avec l’ébauche des propositions, l’enseignement, la méthodologie et l’évaluation des enfants; savoirs gérer leur travail sachant les caractéristiques que celui-ci possède, la routine et les relations avec la famille; finalement (3) Mobilisation des savoirs dans leur pratique pédagogique, centré dans les savoirs construis, reformulés et appris au jour le jour de leur travail enseignant. Ces trois axes sont composés par des sous-catégories et après leur présentation et discussion il a été possible de noter que les savoirs sont acquis en contact et en interaction fournis par les différents espaces de déroulement avec les autres, comme par exemple, celui de la formation professionnelle et l’action enseignante. Étant que la plus grande valoration des sources a été fournie dans la pratique professionnelle et dans l’expérience de l’exercice de l’enseignement dans la salle de classe, ce qui permet des reformulations, de modifications et de perceptions d’enseignement/apprentissage. Les participants enregistrent une large gamme de savoirs qui pointent vers une complexité dans leur exercice professionnel qu’ils ont une grande répercussion dans le développement éducatif des garçons et des filles. Plus largement, les savoirs de ces enseignants sont fortement relationnés au contexte de travail et sont constamment soumis à la vérification, à la réflexion et à la modification, à cause de la mobilité dans la pratique pédagogique. En plus, il a été possible d’identifier les failles, lacunes, critiques et besoins que les participants ont mentionnés comme essentiels pour être repensés, en ce qui concerne le processus formatif initial et continu, ainsi que le matériel d’appui curriculaire et aux conditions de travail. De cette manière, on conclue que l’analyse a répondu aux objectifs proposés et en plus on le situe comme une contribution pour réfléchir sur les améliorations dans la formation des enseignants qui travaillent dans l’éducation préscolaire, étant l’insertion de la thématique des savoirs adéquate pour le processus de réflexion sur les pratiques professionnelles. / This research approaches the universe of the teaching knowledge from the perspective of the professionals who work in Preschool Education in Costa Rica. Its object of study is the problem of the knowledge foundation which is the basis of their work during the care and education of children below three years of age. Consequently, the general objective of the investigation is focused on the identification, according to the very same preschool teachers, of the knowledge required for teaching practice, focusing on: (a) the acquisition sources of their teaching knowledge, (b) the perception that the teachers in Preschool Education deal with the student population from 0 to 3 years, as well as the other necessary knowledge areas to be able to act and (c) to examine how the teachers move that knowledge in the exercise of their profession. This qualitative research was done from a comprehensive approach with the intention to find data and attempt to build and rebuild its meaning. The research took place in Costa Rica. Twenty three female preschool teachers who met the required criteria such as having a university degree, work experience and practice in both the private and public education sectors participated. The methodological instruments provided were a semi-structured interview and the Instructions to Sosia. All the participants answered after signing a free consent letter approved by the Ethics’ Committee of the University of Montreal. Data underwent a process of analysis supported with QdaMiner software and next came the creation of an initial classification and data organization stages, the general reading of the interview results and the assignment of preliminary categories as well as the creation of templates for the final encoding. The results can be seen according to three axes: (1) Knowledge Acquisition Sources, which contemplates those emanating from their personal life history, those from early and continuous education, and those provided by work experience with children less than 3 years of age; (2) Necessary knowledge to be able to work with infants from 0 to 3 years of age, comprising various types of knowledge which include personal and professional life; the knowledge from study disciplines regarding infant development, knowledge about learning theories and several other education-related disciplines; pedagogical knowledge derived from experience, related to educational proposal design, teaching, methodology and the evaluation of infants; work management suitable to the characteristics of the job description, its routine and relations with the family; finally (3) Moving of knowledge in their pedagogical practice, focused on built and reformulated knowledge learned throughout the daily teaching practice. These three axes are comprised by subcategories and after their introduction and discussion, it was possible to notice that knowledge is acquired through the contact and relation available in the different interactional spaces of development with the others, such as professional development and the teaching practice. The highest value from all these sources of knowledge was granted to the professional practice and the teaching experience inside the classroom, which allows the teacher to reformulate, to modify and reshape perceptions of the teaching-learning process. The participants registered a wide range of knowledge pointing towards a complexity of sources in their professional practice which transcends the vision of preschool teachers as “caretakers” and places them as professionals. This has a tremendous repercussion in the educational development of their pupils. In general, teachers´ knowledge is strongly linked with the job context and it is a constant subject to be tested, reflected upon and modified, due to the movement of knowledge in their pedagogical practice. In addition, it is possible to identify the failures, knowledge blanks, targets of criticism and needs that the participants mentioned as key aspects to reflect upon, the relationship between the early and the continuous educational background, just as with the curricular support material and the work conditions. In this way, it is concluded that the research satisfied the set objectives. In addition, it has contributed to the thinking of improvements in preschool teacher training, being a timely opportunity to insert the topic of knowledge as an area for discussion and reflection during the process of knowledge acquisition of the professional teaching practicum. / La investigación aborda el universo de los saberes docentes desde la perspectiva de los profesionales que se desempeñan en educación preescolar en Costa Rica y teniendo como problemática los saberes que conforman la base de su trabajo durante la atención y educación de la niñez menor de tres años de edad. Siendo así, el objetivo general se enfocó en identificar, de acuerdo con las propias docentes, los saberes requeridos para el ejercicio docente, enfocándose en: (a) las fuentes de adquisición de los saberes docentes, (b) la percepción que los docentes de educación preescolar poseen de la población de 0 a 3 años, como de los saberes que necesitan tener en su actuación y (c) examinar cómo los docentes movilizan los saberes en el ejercicio de su profesión. Se trata de una investigación cualitativa de abordaje comprensivo que tiene la intención de encontrar datos con la pretensión de construir y reconstruir sus significados. El contexto de la investigación se dio en Costa Rica. Participaron 23 docentes que cumplieron con los criterios establecidos, como por ejemplo tener formación universitaria, poseer experiencia laboral y trabajar en el sistema tanto público como privado de educación. Como instrumentos metodológicos se utilizaron la entrevista semiestructurada y la instrucción al sosia. Todas las participantes respondieron bajo consentimiento libre aprobado por el Comité de Ética de la Universidad de Montréal. Los datos pasaron por un proceso de análisis que contó con el apoyo del software QdaMiner y la composición de etapas de creación de un sistema de clasificación y organización inicial de los datos, lectura general de las entrevistas y señalización de categorías preliminares, así como la creación de plantillas de codificación final. Los resultados pueden ser vistos de acuerdo con tres ejes: (1) Fuentes de adquisición de los saberes, que contempla los provenientes de su historia de vida personal, los de la formación inicial y continua y los brindados por la experiencia laboral con la niñez menor de tres años; (2) Saberes necesarios para trabajar con infantes de 0 a 3 años de edad, derivando varios tipos de saber que incluyen lo personal y profesional; los saberes disciplinares sobre el desarrollo del infante, los conocimientos sobre teorías de aprendizaje y diversas disciplinas afines a la educación; los saberes pedagógicos derivados de la experiencia, relacionados con el diseño de propuestas, la enseñanza, la metodología y la evaluación de infantes; saber gestionar su trabajo sabiendo las características que este posee, la rutina y las relaciones con la familia; finalmente (3) Movilización de los saberes en su práctica pedagógica, enfocado en los saberes construidos, reformulados y aprendidos en lo cotidiano del ejercicio de la docencia. Estos tres ejes están compuestos por subcategorías y después de su presentación y discusión fue posible notar que los saberes son adquiridos en contacto e interacción proporcionada por los diferentes espacios de desenvolvimiento con los otros, como lo es la formación profesional y la actuación docente. Siendo que la mayor valorización de las fuentes de saber fue otorgada en la práctica profesional y a la experiencia del ejercicio de la docencia dentro del aula, lo que permite reformulaciones, modificaciones y percepciones de enseñanza-aprendizaje. Las participantes registran una amplia gama de saberes que apuntan hacia una complejidad en su ejercicio profesional la cual trasciende la visión de “cuidadoras” y las colocan como profesionales que tienen gran repercusión en el desarrollo educativo de los niños y las niñas. De manera general, los saberes de estas docentes están fuertemente vinculados al contexto del trabajo y son constantemente sometidos a la comprobación, reflexión y modificación, debido a la movilidad en la práctica pedagógica. Además, fue posible identificar las fallas, lagunas, críticas y necesidades que las participantes mencionaron como fundamental para ser repensadas, en lo relacionado con el proceso formativo inicial y continuo, así como el material de apoyo curricular y a las condiciones de trabajo. De esta forma, se concluye que el estudio atendió los objetivos propuestos y además se coloca como una contribución para pensar en mejoras en la formación de docentes que actúan en educación preescolar, siendo la inserción de la temática de los saberes oportuna para el proceso de reflexión sobre las prácticas profesionales.

Made available in DSpace on 2014-06-11T19:32:13Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-26Bitstream added on 2014-06-13T20:03:23Z : No. of bitstreams: 1 cruz_sab_dr_arafcl.pdf: 762861 bytes, checksum: e8d26b22892ead1d05523fafdc46d000 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Tandis que les résultats des études anterieures ont montrés des actions bien succedées des enseignents avec ses éleves, nous avons été persuadés a entammer cette recherche- action. Phillippe Meirieu nous a fourni un véritable manuel de pédagogie pour l‟école d‟aujourd‟hui. On a appris beaucoup par l‟évaluation de l‟aplicabilité des outils de formation en essayant d‟offrir á trois enseignentes une vraie oportunité de s‟apercevoir vis-á-vis de leurs savoir-faire et forcer le désir de modification des leurs démarches pédagogiques et afectives. Les participants sont trois enseignentes du Cicle I de L‟enseignement fondamentale dans une école public periferique de la ville de Araraquara. La methodologie employée compte des entrevues inicial e final avec les participants, la filmage des leurs cours e salles de classe , des reencontres pour vour ces enregistrements avec interation e reflexion e enregistrement d‟un cours finale. Les données ont étés classifiés en niveaux d‟analyse. Le premier niveau présent les rencontres de reflexion a partir des films e a partir des outils de formations elaborés par Meirieu e adaptés a cette finalité. Le second nível traite de l‟analyse du cours final . Les entrevues iniciale et finale ont étés compares au troixiéme niveu et l‟alplication des outils de formation a été anaysé au quatriéme niveau. L‟analyse des films par les participantes montre qu‟elles sont capables de reelaborer leurs conceptions et leurs certitudes et promouvoir des modifications méthodologiques dans leurs cours. Le cours final a montré l‟aplications des outils des formations sugerés. La comparaison des entrevues iniciale e finale indique des situations de permanence, de rupture et de construction des bouvelles conceptions á l‟égar du “Bon Maître”. L‟ensegneinte Beta a montré pemanence dans sés conceptions... (Résumé complet accès életronique ci-dessous) / Resultados dos estudos de mestrado, mostrando ações bem sucedidas de professores juntos aos seus alunos, instigaram a realização da presente pesquisa ação. Embasando-se nas ideias de Meirieu sobre saber e fazer docentes, por meio da avaliação da aplicabilidade de suas ferramentas, objetivou-se oferecer às professoras possibilidade de melhor percepção em relação aos seus conhecimentos e suscitar o desejo de modificação em alguns aspectos de suas intervenções pedagógica e afetiva. São participantes três professoras do Ciclo I do Ensino Fundamental de uma escola pública estadual da região periférica da cidade de Araraquara-SP. A sequência do procedimento de coleta de dados constituiu-se de entrevista inicial, filmagem de cenas das aulas, encontros de visionamento e interação reflexiva, filmagem de uma aula e entrevista final. Os dados foram analisados em níveis: o primeiro nível partiu dos encontros de visionamento e interação reflexiva, por ferramenta; o segundo cuidou da aula final; o terceiro comparou os dados das entrevistas inicial e final e o quarto referiu-se ao uso das ferramentas. No primeiro nível, os dados revelam que, no decorrer dos visionamentos, as professoras foram analisando e reelaborando suas concepções e convicções e promoveram mudança metodológica em suas aulas. Na análise da aula final, na qual foi solicitado que planejassem a aplicação das ferramentas exploradas ao longo da pesquisa, foi observado que todas estavam presentes, embora algumas se apresentassem de forma mais explicita e acentuada e outras estivessem menos elaboradas e clarificadas. A análise da comparação das entrevistas inicial e final indica situações de permanência, de ruptura e de construção de novas concepções a respeito do bom professor, sendo a professora Beta a que mais expressou situações de permanência e a professora Creta a que mais se encontrou... / The present action research took place due to master´s program studies which showed well succeeded actions from teachers with their students. Based on Meirieu´s ideas on teaching knowledge and doing, through the evaluation of how applicable his tools were, it was objected to offer to teachers the possibility of a better perception in relation to their own knowledge and also to bring about the desire of modifying some of their pedagogical and affective interventions. Three teachers from Ensino Fundamental – Ciclo l from a public state school in the suburbs of Araraquara –SP are participating. The procedure for data collecting happened in initial interview, pieces of classes recording, watching and reflexive interaction, whole class recording and final interview. The data collected was analyzed in different levels: the first one was about the meetings on watching and reflexive interaction, as a tool; the second one was about the final class; the third one compared the data from the initial and final interviews, and the fourth one referred to the use of tools. In the first level, the data shows that throughout the watching sessions the teachers could analyze and rethink their convictions and beliefs, and promote methodological changes in their classes. During the analyses of the final class, in which it was asked for the teachers to plan the application of the tools which were explored during this research, it was noticed that all tools were present, though some of them were more explicit and others were less elaborated or clear. The comparative analyses between the initial and final interviews indicates situations of steadiness, of rupture and of construction of new conceptions regarding a good teacher, being BETA teacher the one who showed more steadiness situations, and CRETA teacher the one who found herself in more situations of rupture and construction of new conceptions... (Complete abstract click electronic access below)

This dissertation is the result of a qualitative research that had the overall objective of investigating the relationship that the students of Degree in Mathematics established with the pedagogical knowledge offered in their training. As theoretical assumptions were used the notion of relationship with Charlot´s knowledge and Pimenta´s and Tardif ´s teaching knowledge. The subjects were students and coordinators of the above course. Data were collected by Documental analysis, interviews and questionnaires. As a result of the document analysis, we concluded that the Basic training disciplines discuss the knowledge and Complementary Training courses have pedagogical knowledge, however, do not reach the study of pedagogical knowledge oriented training of the mathematics teacher. We inferred that, a possible gap in the training of these future teachers. In the interviews, we found in the speeches of the coordinators both understand teachers and pedagogical knowledge as those that are being worked on in the teaching subjects, assessment and curriculum practices and others, and teaching knowledge those worked in specific disciplines. In the questionnaires, according to the answers given by students we ascertained that they understand by teaching knowledge those worked in disciplines such as teaching, psychology of learning, assessment and curriculum and others, and knowledge of knowledge of the specific disciplines of mathematical calculation. And the relationship that is established between this knowledge will give according to their interpretations by pedagogical knowledge. / A presente dissertação é resultado de uma pesquisa qualitativa que teve o objetivo geral de investigar a relação que os discentes de um Curso de Licenciatura em Matemática estabelecem com os saberes pedagógicos ofertados em sua formação. Como pressupostos teóricos foram utilizadas as noções de relação com o saber, de Charlot (2000) e de saberes docentes, de Pimenta (2012) e Tardif (2014). Os sujeitos da pesquisa foram quatorze discentes concludentes de licenciatura em Matemática e dois coordenadores pedagógicos – um geral e outro específico – de um Centro Universitário no interior da Bahia. Os dados foram coletados pela análise documental, entrevistas e questionários. Como resultados da análise documental, concluímos que as disciplinas de cunho de formação básica discutem os saberes disciplinares e as disciplinas de formação complementar apresentam os saberes pedagógicos, contudo, não atingem o estudo dos saberes pedagógicos necessários à formação do professor de Matemática. Depreendemos, a partir disto, uma possível lacuna na formação desses futuros docentes. Nas entrevistas, constatamos nas falas dos coordenadores que ambos compreendem os saberes docentes - pedagógicos como aqueles que estão sendo trabalhados nas disciplinas de Didática, Avaliação e Currículo, práticas e outras, e por saberes docentes - conhecimento, aqueles trabalhados nas disciplinas específicas. Nos questionários, segundo as respostas dadas pelos discentes, averiguamos que eles entendem por saberes pedagógicos aqueles trabalhados em disciplinas como Didática, Psicologia da Aprendizagem, Avaliação e Currículo e outras, e, por saberes de conhecimento, as disciplinas específicas do Cálculo Matemático, sendo que a relação que é estabelecida entre esses saberes dar-se-á segundo suas interpretações pelos saberes pedagógicos.

Submitted by Maria Cláudia Cardoso Ferreira (mariacardoso2@gmail.com) on 2013-10-25T14:24:09Z No. of bitstreams: 1 Tese doutorado Maria Cláudia Cardoso Ferreira CPDOC 25-10.pdf: 2105384 bytes, checksum: c29262af12b2513ff87f5ac1f03eda92 (MD5) / Approved for entry into archive by Rafael Aguiar (rafael.aguiar@fgv.br) on 2013-11-18T17:13:35Z (GMT) No. of bitstreams: 1 Tese doutorado Maria Cláudia Cardoso Ferreira CPDOC 25-10.pdf: 2105384 bytes, checksum: c29262af12b2513ff87f5ac1f03eda92 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-11-22T15:50:51Z (GMT) No. of bitstreams: 1 Tese doutorado Maria Cláudia Cardoso Ferreira CPDOC 25-10.pdf: 2105384 bytes, checksum: c29262af12b2513ff87f5ac1f03eda92 (MD5) / Made available in DSpace on 2013-11-22T15:51:08Z (GMT). No. of bitstreams: 1 Tese doutorado Maria Cláudia Cardoso Ferreira CPDOC 25-10.pdf: 2105384 bytes, checksum: c29262af12b2513ff87f5ac1f03eda92 (MD5) Previous issue date: 2013-08-27 / The present work researched the experience of graduation in History by distance teaching modality. The secular teachers acting in basic education, chosen for Pro-Licenciatura II Program and working in Bahia, Maranhão, Sergipe and Ceará were the subject of this research. The Pro-Licenciatura II Program was funded by Ministry of Education through a partneship between Pontifícia Rio de Janeiro University and State University of Rio de Janeiro, by 2006 until 2010. The subject of this estudy was the applicability of the Law 11.645/08, that it was 10.639/03. This Law changed the Directives and Educations Bases Law 9.394/03, by introducing the compulsory study of afro-Brazilian and indigenous history and culture establishments in all elementary and middle schools, public and private of the country. There are interesting studies which relates educations and ethinic racial relations. However, there are few studies about initial or continued education of teachers. Focusing the superior education institutes as a place that needs to be investigated and understand how the History Courses has been organized to follow the law are challenges. Which disciplines are ofered? How are ethno racial relations theme in the curriculum of the courses? How undergraduates and professsors work with the obligatoriness of that law? How the prodution and mobilizations of diferents knowledges, and also the practices about that themes works? The question of the level teacher´s compromise with this theme guided this research. The answer for all that issues was guided by contributions of Maurice Tardif about the knowledge of professors based on case study metodology. This metodology use interviews, forms, analyses of papers for de classes made by teachers, the online atmosphere of the class and the oficial documents that organized the class and instituted that law. The investigation revealed the teachers effort for knowlodge and practices about the themes of the law. On the other hand, some elements put limit on the profissionalization, as exemple, the study by distance format, the ignorance about the theme and the disponibility of the teacher apprentices. / Esta pesquisa analisa a experiência de formação em história, na modalidade a distância, de professores-leigos da educação básica dos estados do Ceará, Bahia, Maranhão e Sergipe, contemplados pelo Programa Pró-Licenciatura II, financiado pelo Ministério da Educação, graças ao consórcio firmado entre a Pontifícia Universidade Católica do Rio de Janeiro e a Universidade do Estado do Rio de Janeiro, entre os anos de 2006 e 2010. O objeto do estudo foi a aplicabilidade da Lei nº 11.645/08, antes Lei nº 10.639/03, que alterou a Lei de Diretrizes e Bases da Educação Nacional nº 9.394/96, ao instituir a obrigatoriedade do estudo da história e cultura afro-brasileira e indígena em todos os estabelecimentos de ensino fundamental e de ensino médio, públicos e privados do país. Há uma produção significativa de estudos que relacionam educação e relações etnicorraciais, porém são escassos os trabalhos voltados para a formação inicial e/ou continuada de professores. Quais disciplinas são oferecidas? Como o tema aparece no currículo? Como os licenciandos e professores lidam com a obrigatoriedade da Lei? Como ocorrem a produção e a mobilização dos saberes, assim como as práticas sobre esse tema? E qual o nível de comprometimento com o mesmo foram algumas das questões que nortearam a pesquisa. A resposta para essas questões foram orientadas pelas contribuições de Maurice Tardif sobre os saberes docentes, amparadas em metodologia de estudo de caso que utilizou entrevistas semiestruturadas, questionários, análises das aulas-texto produzidas pelos formadores, do ambiente online da disciplina e dos documentos formais que organizaram o curso e instituíram a citada Lei. A investigação revelou um esforço dos docentes formadores e dos professores-cursistas em se munir de saberes e práticas concernentes aos temas da Lei, por outro lado, alguns fatores impuseram limites à profissionalização, como a modalidade a distância, o desconhecimento sobre o tema e a disponibilidade de tempo dos professores-cursistas.