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Previous issue date: 2018-03-31 / This study set out to analyze the development of the axiological dimension as a
component of the initial process of teacher education. The investigative problem for
the thesis was ???How the development of the axiological dimension takes place in the
initial process of teacher education???. The values embedded in the concepts adopted
by future educators are considered to be particularly inspiring for the organization
and functioning of actions undertaken in the school environment in all its amplitude
and complexity. The literature review focused on three topics: the Information Society
and the Knowledge and Learning Society: 21st century challenges; Education and
axiological issues in contemporary society; and The Contemporary University:
functions and prospects. The research was of an exploratory and qualitative nature
and data were generated using documental analysis, semi-structured interviews and
a questionnaire. Outstanding among the documents selected for analysis were the
Pedagogical Plan for the Pedagogy Course, (Projeto Pedag??gico do Curso de
Pedagogia), the National Guidelines for the Pedagogy Course (Diretrizes
Curriculares Nacionais do Curso de Pedagogia) and Curricular Guidelines for Higher
and Lifelong Education of Basic Education Professionals (Diretrizes Curriculares
para forma????o em n??vel superior e forma????o continuada dos Profissionais da
Educa????o B??sica). Seven university teachers and thirty students from a public
university in the west of the state of Bahia took part in the research. The data
gathered was submitted to content analysis. Results showed that both teachers and
students considered the axiological aspect of the initial part of teacher education to
be important, given the need to provide an education based on those ethical
principles, values and attitudes that are of fundamental importance for the
development of professional teaching qualities. Fostering values-orientated
education will lead to a human, ethical, dialogical and responsible qualification. The
interviewees selected responsibility, respect, honesty, liberty, ethics, affectivity,
humility, sincerity, propensity for dialogue, self-awareness and awareness of the
other as being the most important values. They identified a reflective attitude,
autonomy, the articulation of theory and practice, professional, social and ethical
responsibility, knowing how to do and how to be, affectivity and motivation as being
the set of most important values along with others related to the development of
moral and ethical awareness. One important aspect that emerged was that the study
made it possible to draw inferences regarding the significance and meaning the
interviewees attributed to teacher education insofar as they perceived the academic
environment as being a place that should endeavor to develop a critical awareness,
the skill of attentive listening to others and powers of observation. The research
concluded with some provisional considerations, weaving a web of formative aspects
configuring a context impregnated with interactive strands connected by the human
element, the need to learn how to learn and the need to learn to be a more humane
teacher, sufficiently sensitive to comprehend the human condition. / O prop??sito deste estudo foi analisar, no processo de forma????o inicial do professor,
o desenvolvimento da dimens??o axiol??gica como componente dessa forma????o. Esta
tese tem como problema investigativo ???Como se d?? o desenvolvimento da dimens??o
axiol??gica na forma????o inicial do professor???. Considera-se que os valores contidos
nas concep????es adotadas pelo futuro educador s??o particularmente inspiradores
para a organiza????o e o funcionamento das a????es desenvolvidas, no ??mbito escolar,
em toda a amplitude e complexidade. A revis??o de literatura abordou tr??s t??picos:
Sociedade da informa????o, sociedade do conhecimento e da aprendizagem: desafios
do s??culo XXI; Educa????o e as quest??es axiol??gicas na sociedade contempor??nea e
A universidade contempor??nea: fun????es e perspectivas. Trata-se de pesquisa
qualitativa, de car??ter explorat??rio. Para gera????o dos dados foram utilizadas as
seguintes t??cnicas e instrumentos: an??lise documental, entrevista semiestruturada e
question??rio. Dentre os documentos selecionados para an??lise destacaram-se o
Projeto Pedag??gico do Curso de Pedagogia, as Diretrizes Curriculares Nacionais do
Curso de Pedagogia e as Diretrizes Curriculares para forma????o em n??vel superior e
forma????o continuada dos Profissionais da Educa????o B??sica. Participaram da
pesquisa sete professores e trinta estudantes, de uma universidade p??blica, situada
na Regi??o Oeste da Bahia, no Munic??pio de Barreiras. Os dados gerados foram
submetidos ?? an??lise de conte??do. Os resultados evidenciaram que os estudantes e
os professores atribuem import??ncia ?? dimens??o axiol??gica na forma????o inicial do
professor devido ?? necessidade de se promover uma forma????o baseada em
princ??pios ??ticos, valores e atitudes fundamentais para o desenvolvimento
profissional docente. A promo????o da educa????o para os valores resultar?? na
forma????o humana, ??tica, dial??gica e respons??vel. Os entrevistados indicaram como
conjunto de valores mais importantes, em particular: a responsabilidade, o respeito,
a honestidade, a justi??a, a liberdade, a ??tica, a afetividade, a humildade, a
sinceridade, o di??logo e a consci??ncia de si e do outro. Indicaram como necess??rios,
para a constru????o da identidade docente, a atitude reflexiva e a autonomia, a
articula????o entre teoria e pr??tica, a responsabilidade profissional, social e ??tica, o
saber fazer e o saber ser, a afetividade e a motiva????o, al??m das outras atitudes
relacionais e de amplia????o da consci??ncia ??tica e moral. Um dos aspectos
relevantes que emergiu deste estudo, permitiu tecer infer??ncias quanto aos
significados e aos sentidos atribu??dos pelos entrevistados em rela????o ?? forma????o
docente, pela percep????o do ambiente acad??mico como lugar que deve primar pelo
desenvolvimento da consci??ncia cr??tica, do saber escutar e da observa????o. Ao final,
foram apresentadas algumas considera????es provis??rias e tecida uma teia com
aspectos formativos que correspondem a um contexto impregnado de fios
interativos, conectados pelo humano e pela necessidade de aprender a aprender e
de aprender a ser um professor mais humano, sens??vel ?? compreens??o da condi????o
humana.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2405 |
| Date | 31 March 2018 |
| Creators | Coit??, Simone Leal Souza |
| Contributors | Moraes, Maria C??ndida |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Stricto Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????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:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
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