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Previous issue date: 2009-06-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The thesis: "autobiographical narrative as practical continuous training and updating of itself: the groups-reference and the reflexive group in the mediation of identity construction of teaching" begins in the founder matter: "What are the implications of groups-reference in the process of identity formation and the teaching role of teachers which is participating of the research? This object of study deals with the continuing education of teachers of Basic Education and the role of the reflective group as space-time of (re) construction of educational knowledge, for the recognition of yourself. The thesis defends that the autobiographical narrative, as a pedagogical tool and research, for the initial and continuous training, is presented as theoretical and methodological foundation necessary for identity formation of the teacher. The research is limited to the qualitative approach with a focus on the autobiographical narrative. The participants are six teachers, three teachers and three students-teachers. The corpus comprises six autobiographical narratives, six reports of successful experiences, two studies on the biographical work, and six individual testimonials about the impact in personal and professional life. The data analysis was to reference Dausien and Alheit (2006), Bruner (1997), Contreras (2002), Delory-Momberger (2007), Freire (2005), Giddens (2002), Josso (2004), new (1988, 2002), Passeggi (2001, 2002), Pineau (2004), Ricoeur (2004), Souza (2006), Tardif (2002) and Vygotsky (2005). The research revealed that the formation of identity as a teachers of the educators occurred in the reference group, involving the formal, non-formal and informal of the processes of knowledge , in a movement of alternation training that includes yourself, the other and the ambient. Also revealed that the pedagogical choices of the teachers studied aimed at minimizing educational gaps that were lived in both field personal and social;
that the personal identity is configured as an identity narrative and the methodology of the biographical work, through the mimesis of continuing education, provided the passage from the group reflective to the group of reference / A tese narrativa autobiogr?fica como pratica de forma??o continuada e de atualiza??o de si: Os grupos refer?ncia e o grupo reflexivo na media??o da constitui??o identitaria docente parte da quest?o fundadora Quais as implica??es dos grupos-refer?ncia no processo de constitui??o identitaria e de atua??o docente das professoras participantes da pesquisa? Constitui o objeto de estudo a forma??o continuada de professoras da Educa??o B?sica e o papel do grupo reflexivo como espa?o-tempo de (re) constru??o dos saberes docentes para o reconhecimento de si mesmo. Defende-se a tese de que a narrativa autobiogr?fica como instrumento pedag?gico e de investiga??o para a forma??o inicial e continuada se apresenta como fundamento te?rico-metodol?gico indispens?vel para a constitui??o identitaria docente. A pesquisa circunscreve-se na abordagem qualitativa, com o foco na narrativa autobiogr?fica. As participantes s?o seis professoras, sendo tr?s alunas-professoras e tr?s professoras. O corpus compreende seis narrativas autobiogr?ficas, seis relatos de experi?ncias bem-sucedidas, duas analises sobre o trabalho biogr?fico, e seis depoimentos individuais sobre a repercuss?o deste na vida pessoal e profissional. A analise dos dados teve como refer?ncia Alheit e Dausien(2006), Bruner (1997), Contreras(2002), Delory-Momberger(2007), Freire(2005), Giddens(2002), Josso(2004), N?voa(1988,2002), Passegi(2001, 2002), Pineau(2004), Ricoeur(2004), Souza(2006). Tardif(2002), Vygotsky(2005). A pesquisa revelou, que a constitui??o identitaria docente das professoras ocorreu em grupos-refer?ncia, envolvendo os processos de aprendizagem formal, n?o-formal e informal, em um movimento de altern?ncia da forma??o que compreende o eu, o outro e o meio; revelou ainda que as escolhas pedag?gicas das professoras estudadas visavam minimizar lacunas educacionais vivenciadas tanto no campo pessoal quanto no social;que a identidade pessoal se configura como identidade narrativa e que a metodologia do trabalho biogr?fico por meio da mimese de forma??o continuada propiciou a passagem do grupo reflexivo para o grupo-refer?ncia
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14195 |
| Date | 09 June 2009 |
| Creators | Gabriel, Gilvete de Lima |
| Contributors | CPF:04097947320, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798436D6, Olinda, Erc?lia Maria Braga de, CPF:12146145315, Souza, Elizeu Clementino de, CPF:38536790563, http://lattes.cnpq.br/3968241717391173, Carvalho, Maria do Ros?rio de F?tima de, CPF:02560801353, http://buscatextual.cnpq.br/buscatextual/index.jsp, Ramalho, Bet?nia Leite, CPF:13604759404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781176H3, 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, 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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