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Previous issue date: 2011-08-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Considering the dialogue as a gnosiological act and teachers as a researchers of
their own practice, this thesis deals with the contribution of Paulo Freire thoughts to
teacher s formation process. The study was made over an intervention carried out at
a regular Pedagogy Course, however directed to teachers on duty inside a program
called PROFOMA??O (Special program for professional formation on Basic
Education) promoted by Universidade do Estado do Rio Grande do Norte (UERN).
From Freire s ideas of problematizing education, action and reflection dialectics,
conscientization and from the analysis of the course itself, I support the idea that the
dynamics of collective construction of knowledge- three pedagogical moments
(ANGOTTI, DELIZOICOV e PERNAMBUCO) when intermediated by individual
reflection, provided by written register, permits the development of three important
dimensions of knowledge about pedagogical practice; observation and selfobservation;
understanding the theories witch grounds the action; and theorization.
By these means, initial and permanent teacher s formation could materialize its
political commitment in a concrete action of collective and participative act of
conscientization and transformation of the reality of pedagogical practice at school
ground, developing itself as a truly circle of action and reflection / Considerando o di?logo como um ato gnosiol?gico e o professor como um
pesquisador de sua pr?tica, esta tese aborda a contribui??o do pensamento de
Paulo Freire para a forma??o de professores, analisando uma interven??o realizada
no Curso de Pedagogia voltado para a forma??o de professores em servi?o atrav?s
do Programa Especial de Forma??o Profissional Para a Educa??o B?sica
(PROFORMA??O) da Universidade do Estado do Rio Grande do Norte (UERN). A
partir das ideias freireanas de educa??o problematizadora, a??o-reflex?o-a??o,
conscientiza??o e da an?lise da interven??o, defendo que a din?mica de constru??o
coletiva de conhecimentos - tr?s momentos pedag?gicos, conforme Jos? Andr?
Angotti, Dem?trio Delizoicov e Marta Pernambuco - quando intermediada pela
reflex?o individual proporcionada pelo registro escrito, permite o desenvolvimento de
tr?s importantes dimens?es do conhecimento sobre a pr?tica pedag?gica: a
observa??o e auto-observa??o; a compreens?o das teorias que fundamentam a
a??o; e a teoriza??o. Assim, a forma??o inicial e permanente de professores pode
materializar seu compromisso pol?tico numa a??o concreta, coletiva e participativa
de conscientiza??o e transforma??o da realidade da pr?tica pedag?gica na escola,
desenvolvendo-se como um verdadeiro c?rculo de a??o-reflex?o-a??o
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14362 |
| Date | 15 August 2011 |
| Creators | Nascimento, Hostina Maria Ferreira do |
| Contributors | CPF:64272989891, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4780490E9, Silva, Antonio Fernando Gouv?a da, CPF:02250507813, http://lattes.cnpq.br/9621931288117213, Santiago, Maria Eliete, CPF:05375738449, http://lattes.cnpq.br/6348134383110052, Ferreira, Maria Salonilde, CPF:02903890463, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787859Y0, Silva, Ros?lia de F?tima e, CPF:32264046449, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794938U8, Pernambuco, Marta Maria Castanho Almeida |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | Portuguese |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| 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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