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Previous issue date: 2011-11-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / At this investigation it was analyzed the content and the organization of the social representation on
the object teachers education, built by teachers of degree courses from Universidade Federal do
Piau?(Ufpi), understanding such representation articulated to the teaching habitus of these educators
of teachers, what takes under consideration the position that they hold in the structure of the national
field and in the subfield of teachers education. For that, it is searched: a) to emphasize the properties
of the place in which the trainers act Ufpi as the office of those field and subfield; b) to understand
who are the trainers, that is, to grasp the teaching habitus of the trainers with a view of its origin,
social trajectory and the specifics of their position in the analyzed field and the subfield and c) to
know what they think about their work object, that is, identify and articulate the content and the
organization of the social representation analyzed with their properties of field and subfield agents.
The research includes the specific degree courses of the Campus Ministro Petr?nio Portella , from
Teresina(PI), and it was applied to 134 professors of degree courses from this Campus. The data
collect joined to the participants happened on the second period of 2008 and on the first semester of
2009. The starting point of the study is the corroboration that the reform of Ufpi degree courses,
determined by the legislation and stablished at this Institution in 2005, altered a little the previous
situation. It is comprehended that Ufpi and its structures of teachers education as a trainer
institution, is limited by the national academic field and by the subfield of teachers education. From
this last one, it was listed some of its properties, to show that it is about an academic subfield in
construction process. It is emphasized division of the subfield, that separates the trainers into two
subgroups the ones who dedicate themselves to the specific education on the contents and those
ones who are specialized on pedagogical education placed in antagonistic position and competing
by the symbolic power of imposing the meaning and the sense of the teachers education in the
degree courses. To understand the comprehension of the problem, it is searched for the models that
are in the root of the construction of the University and its project of teachers education in the
degree courses, to clarify the matrixes in which the social representation searched is stablished. The
theoretical referential articulates the contributions of Moscovici, the theory of social representations,
and of Bourdieu, with the concepts that compose its praxeology, as habitus, social field, capital,
symbolic power and others, as well as their interpreters and continuators, as Domingos Sobrinho.
From the literature about the university and teachers education, it was used Dermeval Saviani, Luiz
Ant?nio Cunha, Maria Isabel da Cunha and Mirian Jorge Warde, besides others. Plurimethodological
procedures were adopted, combining associative techniques adjusted to the access
to the social representations, and a classic technique, a questionnaire about teaching habitus. The
condition is that the teachers build different social representation of the object teachers education
because of the distinct positions that they occupy in the structure of the academic field and the
subfield of the teachers education. The reached positions in the field and subfield are due to the
differences in the origin and social trajectory of these agents, who, therefore, have different teaching
habitus from which they build their social representation about their work object. It is highlighted
that the teaching habitus and the social representation of two subfields, identified by the belongings
to different dimensions of the teachers education in the degree courses, they have similarities and,
also, differences. These ones permit to support that the subjects are holders of distinct teaching
habitus that conceive different practices, struggles, tensions and conflicts around the sense of
teachers education / Nesta investiga??o, analisamos o conte?do e a organiza??o da representa??o social sobre o
objeto forma??o de professores, constru?da pelos professores de licenciatura da Universidade
Federal do Piau? (Ufpi), entendendo tal representa??o articulada aos habitus docentes desses
formadores de professores, o que remete a considera??es sobre a posi??o que ocupam na
estrutura do campo acad?mico nacional e do subcampo da forma??o de professores.Para isso,
buscamos: a) evidenciar as propriedades do lugar em que atuam os formadores a Ufpi,
como ag?ncia daqueles campo e subcampo; b) compreender quem s?o os formadores, ou seja,
apreender os habitus docentes dos mesmos tendo em vista sua origem, trajet?ria social e a
especificidade de suas posi??es no campo e subcampo analisados e c) conhecer o que pensam
sobre seu objeto de trabalho, isto ?, identificar e articular o conte?do e organiza??o da
representa??o social analisada com suas propriedades de agentes do campo e subcampo. A
pesquisa cinge-se aos cursos de licenciatura espec?fica do Campus Ministro Petr?nio
Portella , de Teresina (PI), e foi aplicada a 134 professores de licenciaturas desse Campus. A
coleta de dados junto aos participantes se deu no segundo per?odo de 2008 e no primeiro de
2009. O ponto de partida do estudo ? a constata??o de que a reforma das licenciaturas da
Ufpi, determinada pela legisla??o e adotada nessa Institui??o em 2005, pouco alterou a
situa??o anterior. Compreendemos a Ufpi - e suas estruturas de forma??o de professores -
como institui??o formadora, circunscrita pelo campo acad?mico nacional e pelo subcampo da
forma??o de professores. Deste ?ltimo, inventariamos algumas de suas propriedades, para
evidenciar que se trata de um subcampo acad?mico em processo de constru??o. Enfatizamos a
divis?o desse subcampo, que separa os formadores em dois subgrupos - os que se dedicam ?
forma??o espec?fica nos conte?dos e aqueles especializados na forma??o pedag?gica -
colocados em posi??o antag?nica e disputando o poder simb?lico de impor o significado e o
sentido da forma??o de professores nas licenciaturas. Visando ? compreens?o do problema,
buscamos os modelos que est?o na raiz da constru??o da Universidade e de seu projeto de
forma??o de professores nas licenciaturas, para esclarecer as matrizes em que se ancora a
representa??o social pesquisada. O referencial te?rico articula os aportes de Moscovici, a
teoria das representa??es sociais, e de Bourdieu, com os conceitos que comp?em sua
praxiologia, como habitus, campo social, capital, poder simb?lico e outros, bem como de seus
int?rpretes e continuadores, como Domingos Sobrinho. Da literatura sobre universidade e
forma??o de professores, recorremos a Dermeval Saviani, Luiz Ant?nio Cunha, Maria Isabel
da Cunha e Mirian Jorge Warde, al?m de outros. Adotamos procedimentos
plurimetodol?gicos, combinando t?cnicas associativas, adequadas ao acesso ?s representa??es
sociais, e uma t?cnica cl?ssica, um question?rio sobre habitus docentes. O pressuposto ? de
que os docentes constroem diferentes representa??es sociais do objeto forma??o de
professores por for?a das distintas posi??es que ocupam na estrutura do campo acad?mico e
do subcampo da forma??o de professores. As posi??es alcan?adas no campo e subcampo s?o
devidas a diferen?as na origem e trajet?ria social desses agentes, que, portanto, t?m diferentes
habitus docentes a partir dos quais constroem sua representa??o social sobre seu objeto de
trabalho. Evidenciamos que os habitus docentes e a representa??o social de dois subgrupos,
identificados pela perten?a a diferentes dimens?es da forma??o de professores nas
licenciaturas, t?m semelhan?as e, tamb?m, diferen?as. Estas permitem sustentar que os
sujeitos s?o detentores de distintos habitus docentes que engendram pr?ticas diferentes, lutas,
tens?es e conflitos em torno do sentido de forma??o de professores
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14382 |
| Date | 14 November 2011 |
| Creators | Queiroz, Nilza Maria Cury |
| Contributors | CPF:34252819504, http://lattes.cnpq.br/0778953049451033, Sales, Luis Carlos, CPF:13176188315, http://lattes.cnpq.br/3467660796249780, Machado, La?da Bezerra, CPF:24588369334, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4792784Y4, Andrade, Jo?o Maria Valen?a de, CPF:28262441400, http://lattes.cnpq.br/0350305925407630, Nunez, Isauro Beltr?n, CPF:00767399455, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763368P8, Andrade, ?rika dos Reis Gusm?o de |
| 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 | English |
| 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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