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Previous issue date: 2016-08-29 / This research, qualitative nature, had its origin intertwined in the autor???s life story and its
educational reflections of fragmenting phenomena of art, education and life, therefore, the
essence of what is human. Given this context was elected the object of study in Teacher
Training in Competency Based Professional and Technological Education: a didactic strategy
transdisciplinary. Thus, in the light of the articulation of theoretical frameworks of the
Complex Thought, the Transdisciplinary Approach and Teaching Competencies based, the
objective is to contribute to the construct of a paradigm of integral education and integrated,
by means of a proposal for teacher training in vocational and technological education, using
innovative proposal of didactic strategy transdisciplinary. Is Justified by the need for
systematic teacher training in professional education and its required new competency, which
will help in teaching practice to cope with new social constructions forged within the schools
established as worthy, organic and alive to the processes of teaching and learning. The
research was conducted on the premises of the Institute of Meta-ArteDesign - IMAD, the
Federal District. The investigative method was a survey participant dialog between theory
and practice, which began in the elaboration and implementation of the program of teacher
training from the formation of a group Ethnofocused of 16 teachers professionals active in
courses of Art and Design in general and other related courses. Data collection took place:
by observing and recording the systematization of experience by the investigator; by
electronic submission of questionnaires to teachers participating in the training program;
and by conducting interview complement at the time of the receipt of the questionnaire. The
data collection and results were analyzed by categories of transdisciplinary cognitive
operators and other subcategories, demonstrating conclusive synthesis in Professional and
Technological Education: there is a meaning and teaching openness to the basics of Complex
Thinking and transdisciplinary approach in conjunction with assumptions of competency
based education possible by optics teaching, through use of transdisciplinary didactic
strategy proposed and used in the teacher education program, contributing in teachinglearning
processes to the development of competency based education and also to favors the
comprehensive training and integrated; no need for systematization of teacher education that
breaks with the prevails of the Cartesian model of teaching and learning with today's focus on
the object, making possible answers to social and academic demands subject of redemption
that are required in a complex world; there is a distance between trotted epistemologies for a
transdisciplinary education and sharp boundaries and obstacles of training for competences
development, which makes the teaching practice in new practices by Paradigm of Complexity,
articulating the knowledge of myth, philosophy, theology and of modern science, art, religious
traditions, and life experiences. / Esta pesquisa, de car??ter qualitativo, teve sua origem entrela??ada na hist??ria de vida do autor
e nas suas reflex??es educacionais dos fen??menos fragmentadores da arte, da educa????o e da
vida, logo, da ess??ncia do que ?? o ser humano. Diante deste contexto elegeu-se o recorte e o
objeto de estudo na Forma????o Docente na Educa????o e Tecnol??gica por Compet??ncias: uma
estrat??gia did??tica transdisciplinar. Assim, ?? luz da articula????o dos referenciais te??ricos do
Pensamento Complexo, da Abordagem Transdisciplinar e do Ensino por Compet??ncias,
objetiva-se contribuir com o construto de um paradigma de educa????o integral e integrada, por
meio de uma proposta de forma????o docente na Educa????o Profissional e Tecnol??gica,
utilizando-se de inovadora proposta de estrat??gia did??tica transdisciplinar. Justifica-se pela
necessidade de sistematiza????o da forma????o docente na educa????o profissional e suas
requeridas novas compet??ncias, que auxilie em pr??xis did??ticas ao enfrentamento por novas
constru????es sociais forjadas dentro das escolas constitu??das como dignas, org??nicas e vivas
aos processos de ensino-aprendizagem. A investiga????o foi realizada nas depend??ncias do
Instituto de Meta-ArteDesign ??? IMAD, no Distrito Federal. O m??todo investigativo foi uma
pesquisa participante de di??logo entre teoria e pr??tica, que se iniciou na elabora????o e
realiza????o do programa de forma????o docente a partir da constitui????o de um Grupo
Etnofocalizado de 16 docentes profissionais atuantes em cursos de Artes e Design em geral e
outros cursos correlatos. A coleta de dados deu-se: pela observa????o e registro da
sistematiza????o da experi??ncia pelo investigador; pelo envio eletr??nico de question??rio aos
docentes participantes do programa de forma????o; e pela realiza????o de entrevista
complementar no momento do recebimento do question??rio. Os dados e resultados foram
analisados pelas categorias referendadas nas teorias aqui elencadas, demonstrando em s??ntese
conclusiva que, na Educa????o Profissional e Tecnol??gica: existe uma significa????o e abertura
docente aos fundamentos do Pensamento Complexo e da abordagem transdisciplinar em
articula????o aos pressupostos da educa????o por compet??ncias, poss??veis, pela ??tica docente, via
utiliza????o de estrat??gia did??tica transdisciplinar proposta e utilizada no programa de forma????o
docente, contribuindo nos processos de ensino-aprendizagem ao desenvolvimento de
compet??ncias profissionais e, tamb??m, ao favorecimento da forma????o integral e integrada; h??
necessidade de sistematiza????o da forma????o docente que rompa com a preval??ncia do modelo
cartesiano de ensino-aprendizagem hodierno com foco no objeto, facilitando poss??veis
respostas as demandas sociais e acad??micas de resgate do sujeito que s??o requeridas num
mundo complexo; h?? uma dist??ncia entre as epistemologias apregoadas para uma educa????o
transdisciplinar e por acentuados limites e obst??culos da forma????o para o desenvolvimento de
compet??ncias, que dificulta a pr??tica docente em novas pr??ticas pelo Paradigma da
Complexidade, articulando os conhecimento do mito, da filosofia, da teologia e da ci??ncia
moderna, da arte, das tradi????es religiosas, e das experi??ncias de vida.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2029 |
| Date | 29 August 2016 |
| Creators | Mendes, Paulo Corr??a |
| Contributors | Moraes, Maria C??ndida |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 2662703569661166014, 500, 500, 600, 2543899442388046202, -240345818910352367 |
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