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Previous issue date: 2015-12-16 / Esta pesquisa tem como objeto de estudo a a??o mediadora docente e a sua implica??ocom a orienta??o dos relat?rios no Est?gio Supervisionado Obrigat?rio (ESO), no processode gest?o do curr?culo de forma??o do pedagogo. Partimos do pressuposto de que ossentidos atribu?dos ? gest?o do curr?culo pelos docentes formadores relacionam-se maiscom a forma como cada um entende sua a??o mediadora no processo de orienta??o deatividades did?tico-pedag?gicas e menos com a ades?o a um projeto comum, qual seja: oProjeto Pedag?gico do Curso (PPC). Rssim, o nosso objetivo central corresponde acompreender os sentidos atribu?dos pelos 'docentes formadores ao processo de gest?o docurr?culo, tendo como foco a sua a??o no ESO do curso de Pedagogia da UFMA.Buscamos, de um lado, indicativos das rela??es estabeleci das por eles, entre a suaexperi?ncia profissional e as pr?ticas de orienta??o dos relat?rios em processo no curso.Por outro lado, mobiliza-nos, nesta pesquisa, a preocupa??o tamb?m com os sentidosformat?vos atribu?dos ? escrita do relat?rio pelos docentes do curso de Pedagogia daUFMA. Para tanto, como refer?ncia principal, utilizamos as entrevistas realizadas einterpretadas por meio da metodologia da Entrevista Compreensiva. A partir dos discursosorais, compreendemos que, embora as a??es mediadoras docentes da produ??o escrita noESO devam ser aperfei?oadas, seu processo no curso de Pedagogia configura-se como umarealidade associada a sentidos e pr?ticas diversos. Nesse sentido, defendemos que asorienta??es docentes na perspectiva da reflex?o critica, em que a escrita temfuncionalidade social, precisam ultrapassar a dimens?o individual, devendo ser debatidas eressignificadas como pr?ticas coletivas institucionalmente. Com esta pesquisa, esperamoscontribuir para as pesquisas sobre a a??o mediadora docente e a sua implica??o naorienta??o da escrita dos relat?rios de ESQ e no processo de gest?o do curr?culo deforma??o do pedagogo. / This research is taking as study aim the mediatory teaching action, its involvement with
educational guidance reports of Supervised Obligatory Student Teaching in curriculum
managing by formal teachers is more related to the form as each one understands the
mediatory action of the pedagogy teaching activities than to the adherence of a common
project, that is: the Course Pedagogy Project (CPP). Thus, our aim is meant to understand
the attribution from the formal teachers to curriculum managing process, having as forms
its action in the supervised obligatory student teaching at UFMA Pedagogy Course. On one
side, we look for traces about established relation by them between their professional
experience and their report guidance in current course. On the other hand, a research
concern comes up to us on the forming meaning of the report writing by UFMA Pedagogy
Teachers Course. In order to do that, we used interviews interpreted by means of
methodology understanding interview. Starting from oral speeches, we understand that the
managing formation in this course is linked to postures not identical and adjustable to
conditions the teachers have access. We identify a curriculum subject group and a group
that by their conformation adapted is considered as object group of curriculum practices.
As for the mediatory action in writing formation process, we noticed that they contribute to
teacher information at UFMA in the reflexive critic perspective and or in the bureaucratic
reproduction perspective. The report writing at the end of the Supervised Obligatory
internship is characteristic of quality quantity assessment display, as bureaucratic process
and as reflexive display and didactic pedagogy activity intervention. We defend that the
teachers? guidance under critical reflections, where the writing has a social role, must
overcome individual dimension, they must be debated as collective and organized
practices. We hope to contribute with such a research on teacher mediatory actions and
their implementing with help of reporting writing guidance in the Supervised Obligatory
Student Teaching in the Curriculum Teacher managing process.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21265 |
| Date | 16 December 2015 |
| Creators | Paix?o, Maria do Socorro Estrela |
| Contributors | 32264046449, http://lattes.cnpq.br/2560174506689869, Castro, Cesar Augusto, 25590910382, http://lattes.cnpq.br/2060977814636465, Nascimento, Jos? Mateus do, 00069278407, http://lattes.cnpq.br/9176401714554967, S? J?nior, Lucrecio Ara?jo de, 03344737481, http://lattes.cnpq.br/9948649246857678, Ribeiro, Marcia Maria Gurgel, 20050755404, http://lattes.cnpq.br/3426259793325875, Barbosa, Tatyana Mabel Nobre, 00827106432, http://lattes.cnpq.br/6982452047842223, Silva, Rosalia de F?tima e |
| Publisher | Universidade Federal do Rio Grande do Norte, 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/doctoralThesis |
| 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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