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Previous issue date: 2016-07-28 / Este estudo analisa os sentidos formativos atribu?dos por estudantes concluintes dos
cursos de licenciatura (Letras, Biologia, Matem?tica e Pedagogia) ligados ? constru??o
de sua identidade profissional docente, no decorrer do processo de socializa??o e
aprendizagem no meio universit?rio. Considerou-se igualmente a influ?ncia de uma
diversidade de representa??es pr?vias sobre a pr?tica docente, desde as origens familiares
e da sociobiografia escolar at? a revis?o dessas concep??es atualizadas pelo ambiente
acad?mico. A revis?o te?rica foi desenvolvida na perspectiva de uma pesquisa
educacional e sociol?gica sobre o processo da constru??o identit?ria docente. Utilizou-se
de conceitos tais como socializa??o, identidade profissional e cultura docente. O plano
emp?rico da pesquisa foi orientado pela abordagem multirreferencial com o uso da
entrevista compreensiva. O l?cus da pesquisa foi a Universidade do Estado do Mato
Grosso, nos campi universit?rios de Tangar? da Serra, Barra do Bugres e C?ceres. Para a
an?lise dos dados, seguiu-se as seguintes etapas: pesquisa de reconhecimento dos locais,
elabora??o do roteiro guia, entrevista explorat?ria, constru??o do plano evolutivo, escuta
sens?vel e an?lise compreensiva. A categoriza??o e interpreta??o dos dados se orientou
por quatro eixos tem?ticos: raz?es da escolha da doc?ncia, cotidiano e cultura escolar,
contato e vida acad?mica, constitui??o dos sentidos da doc?ncia. Os resultados apontam
para a configura??o de diferentes perspectivas em rela??o ao processo de socializa??o,
aprendizagem acad?mica e profissional, e constru??o da identidade docente. Em busca da
supera??o de representa??es pr?vias negativas e de concep??es pessimistas, percebeu-se
que a maior preocupa??o do estudante que ser? professor ? a de fortalecer sua identidade
docente, aprendendo a ensinar a partir da observa??o de professores no seu campo
profissional efetivo. Porque ? onde se revelam simultaneamente as fragilidades
formativas e as adapta??es necess?rias para se estabelecer a autonomia pedag?gica no
meio escolar. Tamb?m ? importante destacar o papel cultural do projeto pol?ticopedag?gico
e das pr?ticas dos cursos, assegurando uma orienta??o para a doc?ncia
baseada em experi?ncias pedag?gicas integradas entre as aprendizagens acad?micas e a
realidade das escolas. Assim, as aprendizagens dos estudantes, especialmente nos
est?gios curriculares nas escolas do Ensino Fundamental e Ensino M?dio, configuram-se
como ocasi?es cruciais para experimentar as suas pr?prias estrat?gias de ensino com os
seus conhecimentos de forma??o, promovendo igualmente suas refer?ncias de
socializa??o e identifica??o com a cultura profissional docente. / This study analyzes the formative senses attributed by graduate students in teacher
graduation course (Letters, Biology, Mathematics and Pedagogy) linked with the
construction of their teacher professional identity during the socialization and learning
process in the university environment. It consider equally the influence of prior
representations diversity about the teaching practice, from the familiar origins and the
school socio-biography until the review of these conceptions modified by the academic
environment. The theoretical review has developed in the perspective of an educational
and sociological research about the process of teacher construction identity. It uses
concepts like socialization, professional identity and teacher culture. The empirical plan
of the research has oriented by the multi-referential approach with use of the
comprehensive interviewing. The locus of the research was the Universidade do Estado
do Mato Grosso in the university campus of Tangar? da Serra, Barra dos Bugres e
C?ceres. To the data analyses, it followed these steps: local reconnaissance research,
guide route elaboration, exploratory interview, evolutionary plan construction, sensible
hearing and comprehensive analysis. The data categorization and interpretation has
oriented by four thematic axis: raisons to the teaching choice, quotidian and school
culture, contact and academic life, constitution of the teaching senses. The results pointed
to the different perspectives configurations reported to the process of socialization,
academic and professional learning, and teaching identity construction. Searching surpass
prior negative representations and pessimists conceptions it can perceive that the major
concern of the student who will be teacher is strengthen his teaching identity by learning
to teach from the observation of teachers in their effective professional field. Because is
where it reveal simultaneously the formation fragilities and the necessaires adaptations to
the establish pedagogy autonomy on school environment. Is also important detach the
cultural role of the politico-pedagogical project and the graduation courses practices,
ensuring a teaching orientation based in the integrated pedagogical experiences between
academic learnings and schools reality. Thereby the students learnings, specially in
graduate traineeships in the schools of primary and secondary education, it configure as
crucial occasions to experience his owner teaching strategies with their formation
knowledges, and equally promoting their socialization and identification references with
the teacher professional culture.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21614 |
| Date | 28 July 2016 |
| Creators | Andruchak, Ana L?cia |
| Contributors | 25348787949, http://lattes.cnpq.br/0341824719316863, Melo, Elda Silva do Nascimento, 93881118420, http://lattes.cnpq.br/1296070757502494, Domingos Sobrinho, Mois?s, 10809520478, http://lattes.cnpq.br/4006015131926244, Silva, Rosalia de F?tima e, 32264046449, http://lattes.cnpq.br/2560174506689869, Aquino, Maria Sacramento, 05837472568, http://lattes.cnpq.br/3018841174916557, Bampi, Aumeri Carlos, 55926193168, http://lattes.cnpq.br/4800812434410023, Tavares, Andrezza Maria Batista do Nascimento, 01062340485, Ferreira, Adir Luiz |
| 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/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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