Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-03T16:44:03Z
No. of bitstreams: 1
SheilaSchechtmanDissertacao2017.pdf: 4086697 bytes, checksum: e6ad9a387beec5e6ccf4c9364bab89f4 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-03T16:44:29Z (GMT) No. of bitstreams: 1
SheilaSchechtmanDissertacao2017.pdf: 4086697 bytes, checksum: e6ad9a387beec5e6ccf4c9364bab89f4 (MD5) / Made available in DSpace on 2017-08-03T16:44:30Z (GMT). No. of bitstreams: 1
SheilaSchechtmanDissertacao2017.pdf: 4086697 bytes, checksum: e6ad9a387beec5e6ccf4c9364bab89f4 (MD5)
Previous issue date: 2017-03-10 / The starting point of the current study was this researcher's own experience as a
lecturer of Fundaments of Didactics for students training to become teachers. The
initial idea was then corroborated by research conducted in the past decade that has
suggested serious concerns about initial teacher training. Some of these concerns
involve the lack of interest of young adults in following the teaching profession, the
disenchantment of those who abandon the profession right after starting it and the
fragmented structure of the curriculum that focus only on the disciplinary content.
After realizing how serious these issues were and how they were affecting the quality
of the work to be done by future teachers, this researcher, trying to understand
possible ontoepistemological challenges, developed the following research question:
what are the ontological, epistemological and methodological challenges that
need to be overcome for a Political Pedagogic Project of an initial teacher
training based on the Theories of Complexity and Transdisciplinarity to be
reflected in the curricular structure and in the academics' actions? This
question directed the main aim of the research, which was to reflect on the current
challenges that prevent initial teacher training following the Theories of Complexity
and interdisciplinarity/transdisciplinarity to develop a new curricular dynamics and
pedagogic actions. After data analyses and epistemological and methodological
recommendations, proposals were made aiming at putting in practice the guidelines
described in the politic pedagogic project. The research, of qualitative nature, had the
case study as its methodological strategy. The strategies used to obtain information
were analyses of documents, semi structured interviews with managers and
coordinators, and ???rodas de conversa??? with lecturers, students and alumni. The
chosen fundamental theories were Complexity by Edgar Morin and Jean-Louis Le
Moigne, and Transdisiplinarity, proposed by Basarab Nicolescu. To complement the
theoretical dialogue, other authors were chosen, such as Maria C??ndida Moraes,
Rosamaria Arnt, Paulo Freire, Ant??nio Fl??vio Moreira, Roberto Sidnei Macedo,
Tadeu Silva and Willian E. Doll Jr. At the end, it was concluded that two of the
greatest challenges are the rigid structure of the university and the established
evaluative systems. The most impactful challenge, however, seems to be the
academics' resistance to change, to dialogue and to do collaborative work. Without
enough time to reflect upon their profession and the course, the academics end up
repeating the same old formulas, although there are groups of lecturers who are on
the vanguard and are transforming their own practices and the course. Innovation is
difficult. However, even more challenging is to consolidate the new movements,
since that requires boldness, perseverance and constant attention to potential
fallbacks. Even so, Complexity and Transdisciplinarity are able to foment the
theoretical backgrounds and reflections that will make real transformations on initial
teacher training. / Esta pesquisa surgiu a partir da experi??ncia desta pesquisadora, como professora
de did??tica fundamental para alunos de licenciaturas, corroborada por pesquisas
desenvolvidas nas ??ltimas d??cadas, apontando para a exist??ncia de s??rios
problemas nos cursos universit??rios de prepara????o do professorado, como, por
exemplo, a falta de desejo entre os jovens de seguir a profiss??o docente; o
desencanto daqueles que abandonam o magist??rio logo no in??cio da profiss??o; a
estrutura curricular fragmentada dos cursos, com ??nfase nos conte??dos
disciplinares. Ap??s a constata????o da gravidade da problem??tica e suas implica????es
na qualidade da educa????o a ser oferecida pelos futuros professores em processo de
forma????o, esta pesquisadora, tentando compreender os poss??veis desafios de
natureza ontoepistemol??gica, optou pela seguinte quest??o de pesquisa: quais s??o
os desafios ontol??gicos, epistemol??gicos e metodol??gicos para que o Projeto
Pol??tico Pedag??gico de um curso de licenciatura pautado pela complexidade e
pela transdisciplinaridade se materialize na estrutura curricular e nas a????es
docentes? Tal quest??o norteou o objetivo geral de pesquisa, no sentido de refletir
sobre os desafios existentes para que um curso de licenciatura pautado pela
complexidade e pela interdisciplinaridade/transdisciplinaridade pudesse materializarse
em novas din??micas curriculares e a????es pedag??gicas. Ap??s an??lise dos dados,
recomenda????es de natureza epistemol??gica e metodol??gica, foram feitas propostas,
visando ?? materializa????o dos pressupostos estabelecidos no Projeto Pol??tico
Pedag??gico. A pesquisa desenvolvida, de natureza qualitativa, teve o estudo de
caso como estrat??gia metodol??gica. Para obten????o das informa????es, utilizou-se a
an??lise documental, as entrevistas semiestruturadas com gestores e coordenadores
e rodas de conversa com professores, estudantes egressos e estudantes atuais.
Como teorias fundantes, foram escolhidas a complexidade, a partir de Edgar Morin e
Jean-Louis Le Moigne, e a transdisciplinaridade proposta por Basarab Nicolescu.
Para complementar o di??logo te??rico, contou-se, entre outros, com Maria C??ndida
Moraes, Rosamaria Arnt, Paulo Freire; Ant??nio Fl??vio Moreira, Roberto Sidnei
Macedo, Tadeu Silva e Willian E. Doll Jr. Ao final, concluiu-se que, entre os maiores
desafios, est??o a estrutura r??gida da universidade e os sistemas avaliativos
institu??dos. O mais impactante, contudo, parece ser a resist??ncia do professorado ??s
mudan??as, ao di??logo e ao trabalho colaborativo. Sem tempo para refletir sobre a
profiss??o e o curso, os docentes acabam por repetir as mesmas f??rmulas, ainda que
existam grupos de professores que estejam na vanguarda, transformando as suas
pr??ticas e o pr??prio curso. Inovar ?? dif??cil, mas consolidar os novos movimentos ??
ainda mais trabalhoso, pois exige ousadia, perseveran??a e uma constante aten????o ??
tend??ncia de recuo. Mesmo assim, percebeu-se que a complexidade e a
transdisciplinaridade oportunizam os embasamentos te??ricos e as reflex??es que
possibilitar??o essas reais transforma????es nos cursos de licenciatura.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2195 |
| Date | 10 March 2017 |
| Creators | Schechtman, Sheila |
| Contributors | Moraes, Maria C??ndida, Arnt, Rosamaria |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0028 seconds