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Previous issue date: 2016-07-20 / O presente estudo se insere na linha de pesquisa Educa??o, Curr?culo e Pr?ticas Pedag?gicas, vinculada ao Programa de P?s-Gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte (UFRN). Trata-se de uma investiga??o de cunho qualitativo, em que o foco de interesse voltou-se a analisar as representa??es sociais de licenciandos do Curso de Pedagogia da UFRN acerca da pr?tica educativa. Para alcan?armos tal intento, recorremos ao aporte te?rico: a Teoria da Representa??es Sociais (MOSCOVICI, 2012; 2003; JODELET, 2001), a qual tem o seu olhar debru?ado para o conhecimento advindo da experi?ncia cotidiana, como pelas reapropia??es de sentidos historicamente revigorados. Por esse efeito a utilizamos, j? que a nossa vis?o perspectivou alcan?ar o conhecimento a respeito da pr?tica docente que os licenciandos cotidianamente constru?ram. Valemo-nos tamb?m do di?logo com expoentes que estudam e pesquisam acerca das tem?ticas: forma??o de professores, identidade e saberes docente, fazer pedag?gico e pr?tica educativa; como refer?ncias destacamos PIMENTA E LIMA (2012), PAULO FREIRE (1996), TARDIF (2000, 2013), GUIMAR?ES (2006), DUBAR (1997), e N?VOA (2009), com a finalidade de compreender de forma aprofundada o objeto estudado. Como procedimentos para obten??o de informa??es e an?lise dos dados envoltos nesse objeto, utilizamos os instrumentos de pesquisa: a T?cnica de Associa??o Livre de Palavras (TALP) e um question?rio semiaberto, com os discentes matriculados no Curso de Pedagogia Presencial, da UFRN, distribu?dos nos per?odos 1?, 5?, 6?, 7?, 8?, 9? e 10? do curso, somando discentes dos dois turnos, vespertino e noturno, compreendendo o total de 209 discentes. O crit?rio de sele??o desses per?odos como amostra se deu em virtude da proposi??o de que esses representariam a pr?tica educativa de maneira diferenciada, j? que vivenciaram em per?odos anteriores experi?ncias de cunhagem pedag?gica e pr?tica. No que se refere a an?lise das informa??es auferidas, empregamos a An?lise de Conte?do, BARDIN (2011). Buscamos, diante do acervo de dados encontrados, ter conseguido responder nossa quest?o de partida: Que representa??es sociais os licenciandos do Curso de Pedagogia da UFRN partilham a respeito da pr?tica educativa? O estudo e di?logo te?rico juntamente com o percurso anal?tico a respeito dos sentidos advindos dos campos sem?nticos, categorias e temas revelaram-nos ind?cios de uma representa??o social de pr?tica educativa voltada para sala de aula, atravessada fortemente pela quest?o afetiva, te?rica e t?cnica que se apresenta pautada em aspectos did?tico-pedag?gicos do fazer docente: planejamento, transmiss?o e avalia??o. Percebemos ainda, que a representa??o social de pr?tica educativa se apresenta ancorada na ideia de que n?o existe fazer docente exclu?do do saber t?cnico, experiencial e de ?rea, sequer excluso do di?logo com as dimens?es afetiva, social e pol?tica e, muito menos, separado daqueles que materializam o processo de ensino-aprendizagem, professor e aluno. Os discentes corporificam a pr?tica educativa no real sentido do fazer, fazer situado, a??o docente comprometida com os processos de ensino e aprendizagem. / This study is included in the line research Education, Curriculum and Pedagogical Practices, linked to the Graduate Program in Education of the Federal University of Rio Grande do Norte (UFRN). This is a qualitative research, where the focus of interest was to analyze the social representations of undergraduates of UFRN Course of Pedagogy regarding the educational practice. In order to reach this purpose, we use the theoretical support: the Theory of Social Representations (MOSCOVICI, 2012; 2003; JODELET, 2001), based on knowledge arising both from everyday experience, as to take back senses historically refreshed. For this purpose we use it, since our view sought achieve knowledge about the teaching practice that undergraduates have built on a daily basis. Also we make use of dialogue with prominent people who study and research about the themes: teacher training, identity and teaching knowledge, to teaching and educational practice; as references we highlight PIMENTA E LIMA (2012), PAULO FREIRE (1996), TARDIF (2000, 2013), GUIMAR?ES (2006), DUBAR (1997), and N?VOA (2009), with the purpose to understand in depth the object studied. As procedures for getting information and analysis of the wrapped data in this object, use the research tools: Technical Words Association Test (TALP), and a semi-structured questionnaire, with students enrolled in the Course of Pedagogy Classroom, UFRN, distributed in periods 1, 5, 6, 7, 8, 9 and 10 of the course, students of adding two shifts, afternoon and evening, comprising a total of 209 students. The criteria for selection of these semesters as sample was due to the proposition that these represent the educational practice in a different manner, since they lived through in previous semesters experiences of pedagogical and practice type. With regard the analysis of the information earned, we use Content Analysis, Bardin (2011). We seek before the found data collection; have been able to answer our initial question: What social representations undergraduates of UFRN Course of Pedagogy share about educational practice? The study and theoretical dialogue alongside the analytical path about the arising sense of semantic fields, categories and themes showed us signs of a social representation of educational practice directed to the classroom, heavily permeated by emotional issue, theoretical and technical that it has ruled in didactic and pedagogical aspects of teaching practice: planning, transmission and evaluation. We realize also that the social representation of educational practice presents anchored on the idea that there is no teaching practice excluded from technical knowledge, experiential and area even excluded from the dialogue with the emotional, social and political, much less separate from those materializing the process of teaching and learning, teacher and student. The undergraduates embody the educational practice in the real sense of doing, doing contextualized, teaching activities committed to the teaching and learning processes.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22098 |
| Date | 20 July 2016 |
| Creators | Xavier, Maria das Dores Dutra |
| Contributors | 34252819504, http://lattes.cnpq.br/0778953049451033, Lira, Andr? Augusto Diniz, 02234433444, http://lattes.cnpq.br/8891017471432810, Silva, Lenina Lopes Soares, 10702555487, http://lattes.cnpq.br/1487610808390702, Momo, Mariangela, 49709119087, http://lattes.cnpq.br/6061996250283917, Silva, Rosalia de F?tima e, 32264046449, http://lattes.cnpq.br/2560174506689869, Andrade, Erika dos Reis Gusm?o |
| Publisher | 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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