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Previous issue date: 2009-02-12 / Pontif?cia Universidade Cat?lica de Campinas / On the assumption that education is one of the paths for the formation of a free man and that the teacher is one of the central figures in that context, this research sought to understand the meanings of freedom in the experience of teachers of Basic Education. What we intended to study was the meaning of lived that emerged from the interaction between subject and researcher. To this, three teachers from different levels of Basic Education were interviewed. The interview is seen as a reflection of two based on the experience of the interviewee, in order to, from this point, elucidate the lived experiences behind the lines. After the interviews, significant reports were produced based on every meeting between researcher and teacher, maintaining its momentum and taking into account the presence of both. The interviews were analyzed according to the sketch proposed by Amedeo Giorgi. The first impression that emerges from interviews concerns the fact that freedom isn t an issue on which base the teachers interviewed thought their practice. Still, it was possible to note that the reflections on the subject were significant for them, providing new insights about their activities and even a personal mobilization. From the exploration of experiences of the freedom of teachers we can say that, when they feel free, they find the real meaning of their teaching activity. This also relates to its methodology of teaching and with their creativity. Moreover, according to the experience of these teachers, the basis of the relationship seen as educational is the recognition of the other. At the same time to feel respected and recognized as a person and professional, by the institution and his superiors, in their freedom as teachers, is a motivational force, showing a close relationship with the satisfaction in teaching. On the day-to-day of teacher, the interviews revealed that permitting and encouraging freedom of expression and really hear what the students express, establishing a facilitative environment, is part of the experience of freedom for teachers, showing the relationship with the involvement of the student in the process of learning and with a meaningful learning. In this sense, the experience of freedom of teachers point to a quality of relationship that permeates the educational spaces, extending to other people and being passed on by parents and students. / Partindo do pressuposto que a educa??o ? um dos caminhos para a forma??o de um homem livre e entendendo que o professor ? uma das figuras centrais nesse contexto, esta pesquisa buscou compreender os sentidos da liberdade segundo as experi?ncias de professores da Educa??o B?sica. O que se pretendeu estudar foi o significado do vivido que emergiu da interlocu??o entre sujeitos e pesquisador. Para tanto foram entrevistados tr?s professores dos diferentes n?veis da Educa??o B?sica. A entrevista ? entendida como um refletir a dois baseando-se na experi?ncia do entrevistado e, a partir da? elucidar o vivido por detr?s das falas. Ap?s as entrevistas foram elaborados relatos expressivos de cada encontro entre pesquisador e professor preservando seus dinamismos e levando em conta a presen?a de ambos. As entrevistas foram analisadas segundo o esquema proposto por Amedeo Giorgi. A primeira constata??o diz respeito ? liberdade n?o ser um tema em torno do qual os professores entrevistados pensavam sua pr?tica. Apesar disso, no entanto, as reflex?es a respeito do tema foram significativas para eles, permitindo novas vis?es a respeito de sua atua??o e at? uma mobiliza??o pessoal. A partir da explora??o das experi?ncias de liberdade dos professores, pode-se afirmar que eles se sentem livres quando encontram o sentido de seu ensinar. Isso tamb?m se relaciona com sua metodologia de ensino e com sua criatividade. Ademais, segundo a viv?ncia desses professores, ? o reconhecimento do outro que est? na base da rela??o que se pretende educativa. Ao mesmo tempo o sentir-se respeitado e reconhecido como pessoa e profissional, na institui??o e pelos superiores, na sua liberdade de professor, representa uma for?a motivacional, mostrando ?ntima rela??o com a satisfa??o em ensinar. No dia-a-dia de professor, as entrevistas revelaram que permitir, incentivar a liberdade de express?o e realmente ouvir os alunos, estabelecendo um clima facilitador da sua express?o, faz parte da viv?ncia de liberdade dos professores, mostrando rela??o com o envolvimento do aluno no pr?prio processo de aprendizagem e com uma aprendizagem significativa. Nesse sentido, as viv?ncias de liberdade dos professores apontam para uma qualidade da rela??o que perpassa os espa?os educativos, estendendo-se para outras pessoas e sendo passada adiante por pais e alunos.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/233 |
| Date | 12 February 2009 |
| Creators | Milanesi, Pedro Vitor Barnab? |
| Contributors | Amatuzzi, Mauro Martins, Cury, Vera Engler, Szymanski, Heloisa |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Psicologia, PUC-Campinas, BR, CCV ? Centro de Ci?ncias da Vida |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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