Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-graduação em Educação, 2016. / Submitted by Marianna Gomes (mariannasouza@bce.unb.br) on 2016-12-08T12:56:05Z
No. of bitstreams: 1
2016_ElisângelaDuarteAlmeidaMundim.pdf: 2758017 bytes, checksum: 7d6869ddb55c2853d6a47dc1025a3bcf (MD5) / Approved for entry into archive by Patrícia Nunes da Silva(patricia@bce.unb.br) on 2017-01-02T20:44:52Z (GMT) No. of bitstreams: 1
2016_ElisângelaDuarteAlmeidaMundim.pdf: 2758017 bytes, checksum: 7d6869ddb55c2853d6a47dc1025a3bcf (MD5) / Made available in DSpace on 2017-01-02T20:44:52Z (GMT). No. of bitstreams: 1
2016_ElisângelaDuarteAlmeidaMundim.pdf: 2758017 bytes, checksum: 7d6869ddb55c2853d6a47dc1025a3bcf (MD5) / O objetivo do presente estudo foi compreender o processo de produção de saberes pedagógicos, a partir das experiências e do movimento da ação docente. E ainda identificar como se organizam os espaços da ação docente, destacando os aspectos que tornam possível ao professor se colocar como produtor de saberes pedagógicos Para tanto, esta pesquisa se apoiou na Teoria da Subjetividade, em uma perspectiva cultural e histórica (GONZÁLEZ REY, 2003, 2012a).A Epistemologia Qualitativa (GONZÁLEZ REY, 2002, 2005a) foi utilizada para compreender as informações que foram construídas em um processo construtivo-interpretativo, pois abriu espaço para os processos de produção de sentido dos sujeitos nos diferentes momentos de participação ao longo da pesquisa, procurando legitimar o conhecimento, tendo como base a construção de modelos de inteligibilidade que representam sistemas complexos de significação. Participaram da pesquisa uma coordenadora pedagógica, uma professora regente e uma formadora de professores. Os sujeitos participantes da pesquisa estão vinculados a escola pública da Secretaria de Educação do Distrito Federal. Os instrumentos metodológicos utilizados foram análise documental, participação na dinâmica escolar, sistema conversacionais, e instrumentos apoiados em indutores escritos e não escritos. A análise construtivo-interpretativa desenvolvida nos permitiu fundamentar a tese que o movimento de produção de saberes pedagógicos anula-se quando as concepções dos docentes são firmadas no que é previsível, controlável, linear e estático, de forma que esses profissionais acabam por não visualizar o constante e necessário redirecionamento das práticas pedagógicas. Dessa forma, a ação docente guarda relação com o conjunto de recursos subjetivos que comparecem na constituição histórica e atual dos professores. A produção de saberes pedagógicos entendida como um sistema de ideias que organiza a ação pedagógica fundamentando a intencionalidade do fazer docente, se desenvolve em trajetórias de construções e desconstruções. Neste processo cruzam-se relações entre indivíduos e grupos, cada um concretizando atitudes criadoras, de tal forma que o social e o individual se interpenetram formando um conjunto de teias: relacionais, organizacionais, teóricas e autorais. Nesse conjunto sistêmico, vão sendo geradas produções de ideias que sustentam as práticas pedagógicas, o que podemos denominar de saberes pedagógicos. As considerações finais desta pesquisa não buscaram conclusões absolutas sobre o objeto estudado, ao contrário, esperamos promover contribuições a respeito da organização do trabalho pedagógico, e do sujeito da ação pedagógica com os espaços em que este transita, demonstrando que o fazer pedagógico está articulado com a produção de trajetórias formativas que reconfiguram saberes pedagógicos de forma situada. ______________________________________________________________________________________________ ABSTRACT / In this research, we approached the theme of production of teaching knowledges, motivated by problems about some teachers experiences and researches about the constitution of individuals inserted in the school’s day. The Objective of this study was to comprehend the process of production of the teaching’s actions, and to identify how to organize the space of teaching highlighting the elements that turn possible to teachers to put themselves as producers of teaching knowledges, as well as, to comprehend the subjective resources that are presents in the production of teaching knowledges and investigate the teaching knowledges produced in the spaces as teachers actions. As a theorical justify, connecting the need of studies that tend to understand the articulation between the social processes and the individual movement present in the teacher’s experiences that put themselves as individuals productors of teaching knowledges. Thereunto, this research is based on the Teory of Subjectivity, in a cultural and historical perspective (GONZALEZ REY, 2003, 2012) for defending that the quality of experiences run through the active and systemic elaboration of the psychological organization of the person, and, therefore, it does not separate of the aspects as subjectivity. The Qualitative Epistemology (GONZALEZ REY, 2002, 2005) was used to understand the information that were built in a constructive-interpretative process, for it opened space to tactics of production of the meaning of the subjects in the different moments of participation along the research, looking for legitimate the knowledge using as base the construction of models of intelligibility, which represents complex systems of signification. Making possible the study of subjectivity as a complex and historical system thus the qualitative approach don’t have as an objective the description of the studies object, because it is defined by the seek as explanation of the singularities implied in different constitutive tactics that express the concrete subject. Were part of this research a pedagogic coordinator, a regent teacher and a teacher’s trainee, the subjects participants of the research are cumulated to a public school of the Educational Secretary of the Federal District of Brazil. The methodological instruments used were the documental analysis, participation in the school’s dynamics, conversational system, and instruments based in written and not written inducers, built by the researcher. The constructive-interpretative analysis developed has made possible to justify the thesis that the movement of production of teaching knowledge nullifier itself when the conception of the teachers are based on what is predictable, controllable, linear and static thoger these professionals end for not visualizing the constant and necessary redirection of the pedagogic practices. Therefore, the teacher’s actions are related to the set of subjective resources that appear in the historical and current constitution of teachers. The production of pedagogic knowledge undestanded as a system of ideas WHID organize the pedagogic action substantiating the intentionality of the theacher’s do, develops itself in ways of constructions and deconstructions. In this process the relations of individuals and groups intersect itself, each one concretizing creative attitudes, in a way that the social and individual interprenet it selves making a net of webs relational, organizational, theorical and authorial. In this systemic set, are being created productions of ideas that endorse the pedagogical practice, what we can call of pedagogic knowledge. The final considerations of this research do not look for absolute conclusions about the object studied, otherwise, hoping to promote contributions about the organization of the pedagogic action within the spaces that it go through, showing that the pedagogic to do is articulated with the production of training in the situated way. ______________________________________________________________________________________________ RÉSUMÉ / Dans cette recherche, nous avons abordé le thème de la production des savoirs
pédagogiques, motivé par des problématisations relatives aux expériences de l’enseignant
et aux questions concernants à la constitution des sujets qui sont insérés au quotidien de
l’école. Le but de cet étude a été de comprendre le processus de production des savoirs
pédagogiques, à partir des expériences et le mouvement de l’action de l’ enseignant, et
aussi d’identifier comment organiser les espaces de l’action de l’enseignant, en
soulignant les aspects qui deviennent possibles au professeur de se placer comme
producteur de savoirs pédagogiques et enquêter les savoirs pédagogiques produits dans
les espaces d’action de l’enseignant. Comme justification théorique, nous avons associé le
besoin d’études qui visent comprendre l’articulation entre les processus sociaux et le
mouvement individuel présents aux expériences des enseignants qui se placent comme
sujets producteurs de savoirs pédagogiques.Par conséquent, cette recherche a été basé
sur la Théorie de la Subjectivité, en une perspective culturel et historique (GONZALEZ
REY, 2003, 2012a) pour défendre que la qualité des expériences se caractérise pour
l’élaboration active et systhémique de l’organisation psychologique de la personne et,
pourtant, ne se sépare pas des aspects de la subjectivité. La Épistémologie Qualitative
(GONZÁLEZ REY, 2002, 2005a) a été utilisé pour comprendre les informations qui ont été
construits dans un processus constructif-interprétatif, puisqu’il a ouvert un espace pour les
processus de production du sens des sujets dans des différents moments de participation
tout au long de la recherche, en visant légitimer la connaissance, en ayant comme base la
construction de modèles d’ intteligibilité qui représentent des systèmes complexes de
signification. Ainsi a permis l’étude de la subjectivité comme un système complexe et
historique. L’approche qualitative n’a pas comme objectif la description de l’objet d’étude,
puisque se désigne par la recherche d’ explication des singularités concernées en
différents processus constitutifs qui s’exprime le sujet concret. De cette recherche ont
participé une coordinatrice pédagogique, un professeur en activité et une formatrice
d’enseignant. Les sujets participants de cette recherche sont liés à l’école publique du
Sécrétariat de l’Éducation du District Fédéral. Les outils méthodologiques utilisés ont été
l’analyse documentaire, la participation de la dynamique scolaire, le système de
conversation, et les outils soutenus par des inducteurs écrits et pas écrits, construits par la
chercheuse. L’ analyse constructive-interpretative devellopée nous a permis
fondamentaliser la thèse selon laquelle le mouvement de la production de savoirs
pédagogiques est annulé quand les conceptions des enseignants sont fondées sur ce qui
est prévisible, contrôlable, linéaire et statique, de manière que ces professionnels finissent
par ne pas afficher la constante et nécessaire redirection de ses pratiques pédagogiques.
De cette façon, l’action de l’enseignant garde la relation avec l’ensemble de ressources
subjectifs qui se présente dans la constitution historique et l’actuel des professeurs. La
production de savoirs pédagogiques comprise comme le système d’idées qui organise
l’action pédagogique soutenant l’intentionnalité du faire de l’enseignat, se développe en
trajectoires de constructions et déconstruction. Dans ce processus se croisent les relations
entre les individus et les groupes, chacun concrétisant des attitudes créatrices, tel que le
social et l’individuel s’ interpénètrent et forment un ensemble de toiles : relationnelles,
organisationnelles, théoriques et le droit d’auteur. Dans cet ensemble systémique, ce sont
gérées productions d’idées qui soutiennent les pratiques pédagogiques, ce qu’on peut
appeler les savoirs pédagogiques. Les considérations finales de cette recherche n’ont pas
cherché de conclusions absolues sur l’objet étudié, au contraire, nous espérons
promouvoir des contributions par rapport à l’organisation du travail pédagogique et de
l’objet de l’action pédagogique avec les espaces dans lequels sont gérés, ce qui démontre
que la pratique pédagogique, est articulé avec la production de trajectoires formatives qui
reconfigurent savoirs pédagogiques de manière située.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.unb.br:10482/22050 |
| Date | 15 August 2016 |
| Creators | Mundim, Elisângela Duarte Almeida |
| Contributors | Tacca, Maria Carmen Villela Rosa |
| 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 UnB, instname:Universidade de Brasília, instacron:UNB |
| Rights | A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data., info:eu-repo/semantics/openAccess |
Page generated in 0.0036 seconds