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Previous issue date: 2014-07-14 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq / A disserta??o tomou como objeto de estudo a media??o biogr?fica, entendida como
o acompanhamento de pessoas em forma??o que desenvolvem um trabalho
biogr?fico sobre suas experi?ncias com a ajuda de um formador (PASSEGGI, 2007,
2011). A pesquisa foi realizada em um componente curricular do Curso de Forma??o
Inicial e Continuada de professores da rede p?blica de ensino, oferecido pelo
Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN/
Campus Ipangua?u), cujo p?blico alvo se caracterizava pela diversidade de
experi?ncias de forma??o e profissionais. O objetivo geral ? investigar as
potencialidades dos procedimentos e dispositivos utilizados para mediar a reflex?o
sobre saberes necess?rios ? pr?tica docente, a partir da pr?pria experi?ncia
(autobiogr?fica) e da experi?ncia do outro (heterobiogr?fica). Procurou-se responder
?s seguintes perguntas: como os professores em forma??o se relacionam com os
saberes da experi?ncia? Que procedimentos e dispositivos contribuem para a
forma??o docente nas tr?s dimens?es da media??o biogr?fica (inici?tica, mai?utica,
hermen?utica)? Como oportunizar a autoforma??o e a heteroforma??o? Os
princ?pios te?ricos e metodol?gicos da pesquisa inspiram-se nos pressupostos
epistemol?gicos de estudos e pesquisas que colocam no centro da investiga??o e
da forma??o a pessoa que se formar e postulam sua capacidade de reflex?o e de
reinven??o de si (FREIRE, 1987, 1996, 2001, 2011; JOSSO, 2008, 2010, 2012;
DELORY-MONBERGER, 2006, 2008, 2012; CHARLOT, 2000; CATANI, 2001;
PASSEGGI, 2008; 2010; 2011; 2012). Foram selecionados entre os participantes do
Curso, 06 (seis) professores, no exerc?cio da profiss?o, que participaram
integralmente dos 7 (sete) encontros do m?dulo, durante os quais trabalharam sobre
t?picos de estudos, relativos ao Curso; partilharam narrativas sobre suas
experi?ncias de forma??o e desenvolveram uma escuta acompanhada das
narrativas no grupo. O material emp?rico est? constitu?do pelas narrativas dos seis
participantes e por quadros de escutas preenchidos por eles nos momentos de
socializa??o das narrativas. As an?lises se realizaram seguindo tr?s eixos: a) o
percurso do m?dulo e os procedimentos de media??o biogr?fica; b) as rela??es
formador/professores nas tr?s dimens?es da media??o biogr?fica; c) o quadro de
escuta como dispositivo de media??o biogr?fica. Conclui-se que os procedimentos e
dispositivos utilizados possibilitaram aprendizagens espec?ficas que se constituem
como insumos para as pr?ticas de forma??o inicial e continuada de professores,
assim como para a forma??o do formador-pesquisador sobre o trabalho com
narrativas autobiogr?ficas, possibilitando o coinvestimento dos participantes nos
processos de autoforma??o e de heteroforma??o. / This work aims at studying the biographical mediation taken as the progress of people in
formation process who develop a biographical work on their own experiences with the help of
a former (PASSEGGI, 2006, 2011). The research was carried out on a curricular component
from Curso de Forma??o Inicial e Continuada (initial and continuous process of formation of
teachers) with teachers from public schools developed by Instituto Federal de Educa??o do
Rio Grande do Norte (IFRN/ Ipangua?u). The target audience featured diversity of
professionals and experiences of formation. The general objective studied the potentials of
procedures and devices used to mediate the reflection about the necessary knowledge to
teaching practice based on their own experiences (auto-biographical) and the experience
from the others (hetero-biographical). The study tried to respond to the following questions:
how do teachers in formation relate themselves to the knowledge from experience? What
procedures and devices contribute on the teachers? formation on the three different
dimensions of biographical mediation (initiatory, maieutic, hermeneutics)? How to provide the
auto-formation and hetero-formation? The theories and methods of this work are based on
studies and researches that place the person in formation in the center of investigation and
formation and analyze their reflective, re-inventive and self-re-inventive capacity. (FREIRE,
1987, 1996, 2001, 2011; JOSSO, 2008, 2010, 2012; DELORY-MONBERGER, 2006, 2008,
2012; CHARLLOT, 2000; CATANI, 2001; PASSEGGI, 2008; 2010; 2011; 2012). We
selected six teachers who participate entirely on the meetings of the program. They
discussed on the study topics, shared narrations that integrate their formation and the
themes related to the course. The empirical material is composed by the narrations of the six
participants and hearing boards done by themselves at the moment of the narration sharing
process. The analysis followed three steps: a) the path of the program and the procedures of
biographical mediation; b) the relations former/teacher on the three dimensions of
biographical mediation; c) the hearing board as a device of biographical mediation. We
concluded that the procedures and devices used for biographical mediation made possible
specific learnings that are sources for the practice of initial and continuous teachers?
formation, as well as for the formation of the former-researcher about the work with autobiographical
narrations. Thus, it allow the co-investment of participants into the process of
auto-formation and hetero-formation.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19950 |
| Date | 14 July 2014 |
| Creators | Cunha, Luciana Medeiros da |
| Contributors | 04097947320, http://lattes.cnpq.br/5015707256397317, Andrade, Erika dos Reis Gusm?o, 34252819504, http://lattes.cnpq.br/0778953049451033, Mota, K?tia Maria dos Santos, 32657927572, Passeggi, Maria da Concei??o Ferrer Botelho Sgadari |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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