Made available in DSpace on 2015-04-14T14:23:50Z (GMT). No. of bitstreams: 1
466435.pdf: 4872533 bytes, checksum: 2db0d601878f536ef3aba77e32b06cbe (MD5)
Previous issue date: 2015-01-13 / The training of Primary and Secondary Education Teachers, especially from the 1990s on, has become the focus of constant educational policies in the international, national and local levels. In Brazil, mainly after the National Educational Bases and Guidelines Law of 20 December 1996 (LDB/96), a wide process of implementation of initial and continuous training programs and courses for Primary and Secondary Teachers was started, in order to encourage chiefly higher education training. In this context of increasing number of vacancies for teacher training were implanted the Federal Instituted of Education, Science and Technology (Institutos Federais de Educa??o, Ci?ncia e Tecnologia - IFs), which were established by the Law n.o 11.892 of 2008, and which must allot 20% of their vacancies to this end. Hence, there is a new locus, with little or no experience in offering teaching degrees and, at the same time, an institutional model with peculiar characteristics, such as the verticalization of education, which allows direct interaction with Primary and Secondary Education for trainer teachers and teaching degree students, the carrying out of formative paths inside the same education institution (from Primary and Secondary Education to Graduate Studies), and the proposal of training based on the triad teaching, research and extension. Seen in these terms, the view defended is that the Federal Institutes with a verticalized structure, together with the triad teaching, research and extension, can be a fruitful means of teacher training, if strategic actions that take into consideration the characteristics of their teaching degrees and their institutional context are conceived and planned. To support this idea, this research investigated which dimensions should be considered, with the aim to construct quality indicators for initial training in these institutions context. This research of qualitative nature, which constitutes a study-case, was carried out in Campuses that offer teaching degree courses in the Federal Institute of Education, Science and Technology of Rio Grande Sul (IFRS). The participating subjects were administrators (provosts and deans in the university units), course providers, and senior-year-students of teaching degree courses; the data collection technique involved comprehensive interview and application of mixed questionnaires; the data collected was analyzed on the basis of Discursive Textual Analysis (An?lise Textual Discursiva - ATD) procedures, by Moraes and Galiazzi (2007). The results based on this data were organized in three main points explored in the empirical investigation: positive aspects and/or potentialities, challenges in offering of teaching degree courses that were noticed during the research, and proposals to qualify such process in the IFRS. The dimensions to be observed arise from the analysis with the objective to qualify initial training of teachers for Primary and Secondary Education, that is: the administration, the curriculum, the pedagogical practices and the training of trainers, for which quality indicators were established. In all of them, the verticalization of teaching was emphasized, considering its potential to provide innovative, quality teacher training processes. / A forma??o de professores para a Educa??o B?sica, principalmente a partir da d?cada de 90, tornou-se alvo constante das pol?ticas educacionais em n?vel internacional, nacional e local. No Brasil, sobretudo ap?s a Lei de Diretrizes e Bases da Educa??o, de 20 de dezembro de 1996 (LDB/96), foi desencadeado um amplo processo de implanta??o de programas e cursos de forma??o inicial e continuada de professores da Educa??o B?sica, com vistas a incentivar, principalmente, a forma??o em n?vel superior. Nesse contexto, de expans?o de vagas para a forma??o docente, foram inseridos os Institutos Federais de Educa??o, Ci?ncia e Tecnologia (IFs), criados pela Lei n? 11.892 de 2008, e que devem destinar 20% das suas vagas para este fim. Com isso, tem-se ent?o um novo l?cus, com pouca ou nenhuma experi?ncia na oferta de cursos de licenciatura, e, ao mesmo tempo, um modelo institucional com caracter?sticas peculiares - como a verticaliza??o do ensino, que permite uma interlocu??o direta com a Educa??o B?sica para professores formadores e licenciandos, a realiza??o de percursos formativos dentro de uma mesma institui??o (desde a Educa??o B?sica at? a P?s-Gradua??o), e a proposta da forma??o baseada no trip? ensino, pesquisa e extens?o. Nesse sentido, a tese defendida foi a de que os IFs com estrutura verticalizada de ensino, aliada ? tr?ade ensino, pesquisa e extens?o, podem ser um meio prof?cuo para a forma??o dos docentes, se concebidas e planejadas a??es estrat?gicas que considerem as caracter?sticas das suas licenciaturas e do seu contexto institucional. Para defender essa ideia, investigou-se quais dimens?es devem ser consideradas, com o objetivo de construir indicadores de qualidade para a forma??o inicial, no contexto dessas institui??es. A pesquisa de natureza qualitativa, do tipo Estudo de Caso, foi realizada em Campus que ofertam cursos de licenciatura no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande Sul (IFRS). Os sujeitos participantes foram gestores (pr?-reitores e diretores de ensino das unidades), coordenadores de curso, e alunos do ?ltimo ano de licenciatura; as t?cnicas de coleta de dados envolveram entrevista compreensiva e aplica??o de question?rio misto; o material coletado foi analisado com base nos procedimentos da An?lise Textual Discursiva (ATD), de Moraes e Galiazzi (2007). Os resultados desses materiais foram organizados a partir dos tr?s grandes eixos, explorados na investiga??o emp?rica: aspectos positivos e/ou potencialidades, desafios percebidos na oferta dos cursos de licenciatura, e proposi??es para qualificar esse processo no IFRS. Da an?lise, derivaram-se as dimens?es a serem observadas, com vistas ? qualifica??o da forma??o inicial de professores para a Educa??o B?sica, a saber: a gest?o, o curr?culo, as pr?ticas pedag?gicas, e a forma??o de formadores, para as quais foram constru?dos indicadores de qualidade. Em todas elas, a caracter?stica da verticaliza??o do ensino foi enfatizada, tendo em vista seu potencial para proporcionar processos de forma??o docente inovadores e com qualidade.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3822 |
| Date | 13 January 2015 |
| Creators | Verdum, Priscila de Lima |
| Contributors | Giraffa, Lucia Maria Martins |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| 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 PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 600, 7024413195758546274 |
Page generated in 0.0028 seconds