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Previous issue date: 2013-09-13 / O objetivo geral desta pesquisa ? identificar e analisar representa??es sociais dos (as) professores(as) cursistas do Programa de Forma??o Inicial para Professores em Exerc?cio na Educa??o Infantil - PROINFANTIL - UFRN/MEC sobre o trabalho docente, buscando identificar seus elementos constituintes e compreender a din?mica da sua organiza??o. Partimos do pressuposto que esses (as) professores (as) trabalham fundamentalmente, nas Institui??es de Educa??o Infantil, com conhecimentos do senso comum e referentes culturais inerentes ao ser / fazer docente na concep??o de educa??o guardi? / assistencialista para garantir a integridade f?sica das crian?as, provocando uma cis?o entre o cuidar e o educar. A partir desse objetivo geral, elegemos como objetivos espec?ficos: identificar as condi??es sociais, econ?micas e culturais desses (as) professores (as); identificar o que ? trabalho docente para eles (as) bem como identificar quais as implica??es psicossociais acionadas pelas RS sobre trabalho docente que apontam para tens?es entre a forma??o e o exerc?cio docente como atividade profissional. Como fundamenta??o te?rica optamos pela Teoria das Representa??es Sociais de Moscovici (2003), Jodelet (2001); Especificidades do Trabalho docente na Educa??o Infantil: Kramer (2002; 2006); Oliveira-Formosinho (2007); Zilma de Oliveira (2007), Forma??o Docente: Ramalho, Nu?ez e Galthier (2003) e Tardif e Lessard (2008), An?lise de conte?do: Bardin (2004). Como procedimento metodol?gico, escolhemos a teoria do N?cleo Central, desenvolvida por Jean Claude Abric (2000). Contribu?ram para o alcance desse objetivo os 171 professores (as) que conclu?ram o Proinfantil no RN ao participarem da TALP com justificativas. O corpus decorrente das evoca??es em torno das palavras sugeridas pela Funda??o Carlos Chagas: dar aula, professor, aluno e acrescentada a palavra Educa??o Infantil, foram submetidas a um tratamento com o aux?lio do software EVOC (2000), identificando o n?cleo central. Os resultados apontam as palavras mais evocadas e significativas: Planejamento, crian?a, educar, cuidar e brincar. Indicando que para esses (as) professores (as) o trabalho docente na Educa??o Infantil precisa ter uma sistematiza??o pedag?gica para educar as crian?as. Essas palavras correspondem ? especificidade do ser/fazer docente na Educa??o Infantil. No entanto, os dados revelam que ? um trabalho com caracter?sticas diferentes do trabalho docente em outras etapas de ensino. / The overall objective of this research is to identify and analyze social representations
of (the) teachers(the) Ranciere the Initial Training Program for Teachers in Office in
Early Childhood Education - PROINFANTIL - UFRN/MEC on the teaching work,
seeking to identify their constituent elements and understand the dynamics of your
organization. We assume that these teachers work fundamentally, in the institutions
of Early Childhood Education, with knowledge of common sense and related cultural
inherent to be/do professor in the design of education guardian/giving handouts to
ensure the physical integrity of children, causing a rift between the caring and
educating. From this general objective, we elected as specific objectives: identify the
social, economic and cultural backgrounds of these (the) teachers (sa); identify what
is teaching work for them (the) as well as identify which the psychosocial implications
driven by RS on teaching work that point to tensions between the training and the
exercise teacher as activity profissional.Como theoretical foundation we opted for
Social Representations Theory of Moscovici (2003), Jodelet (2001); Specificities of
the teaching Work in Early Childhood Education: Kramer (2002; 2006); OliveiraFormosinho
(2007); Zilma de Oliveira (2007), Teacher Training: Ramalho, Nunez and
Galthier (2003) and Tardif and Lessard (2008), content Analysis: Bardin (2004). As
methodological procedure, we chose the Central Nucleus theory, developed by Jean
Claude Abric (2000). Contributed to the scope of this objective the 171 teachers (the)
that concluded the Proinfantil NBs to participate of TALP with justifications. The
corpus arising from evocations around the words suggested by Carlos Chagas
Foundation: give classrooms, teacher, pupil and added the word Child Education,
were subjected to a treatment with the aid of the EVOC software (2000), identifying
the central nucleus. The results indicate the words more evoked and significant:
Planning, child care, educating, and play. Indicating that for these (the) teachers (the)
the teaching work in Early Childhood Education must have a systematic pedagogical
to educate children. These words correspond to the specificity of being/doing
teaching in Early Childhood Education. However, the data shows that it is a job with
different characteristics of the teaching work in other stages of education
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19455 |
| Date | 13 September 2013 |
| Creators | Aguiar, Ana Maria Cunha |
| Contributors | 02560801353, http://lattes.cnpq.br/1919917745460678, Melo, Elda Silva do Nascimento, 93881118420, http://lattes.cnpq.br/1296070757502494, Barbosa, Ivone Garcia, 00908163827, http://lattes.cnpq.br/8032275045906128, Sales, Lu?s Carlos, 13176188315, http://lattes.cnpq.br/3467660796249780, Domingos Sobrinho, Mois?s, 10809520478, http://lattes.cnpq.br/4006015131926244, Carvalho, Maria do Ros?rio de F?tima de |
| 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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