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Previous issue date: 2006-08-12 / Teaching formation has been the target of many changes, having been forged according to numerous formats and models through different times and spaces, composing thus, different codes and curricular proposals for different levels of
qualification. We've tried in this work to pinpoint the main discussions which take place in the area of the teaching formation, based in the views of modern writers. We ve also tried, through the Social Representations Theory, to reveal and learn how the agents directly involved in this process realize and react, that is, the teachers who cope with the beginning stages of the Fundamental Teaching in the public school system in Natal/RN, taking into account that, in many cases, such formation demands the rethinking of the very formation policies. We've also adopted the concepts of field and educational field introduced by the praxiology of Pierre
Bourdieu. It s been considered a fundamental theoretical reference which enables the understanding of social phenomena, both in macro and micro viewpoints. Thus,
we do not neglect the whole, and particularly, the nuances of each context or specific situation. In the methodological track we ve used for data gathering the Free Word Association Test, and the Semi-Structured Interview, and also secondary sources for the characterization of the research spectre. Data treatment and analysis were performed with the help of the following software: SPSS Statistical Package for
Social Sciences and EVOC; and the method of Content Category Analysis. The combination of the concepts and techniques mentioned above was necessary to cope with the qualitative and quantitative aspects, in our attempt to offer a wider range of contributions and outcome validations, which have shown, among other less explicit elements, the existence of a social representation of the teaching formation
such as: knowledge theoretical and practical; a necessity imposed by the symbolical conflicts of the social field; capacitation and compromisse. We acknowledge the relevance of the thoughts discussed here, though aware that this is just one of the possible approaches to the theme / A forma??o docente tem sido alvo de diversas mudan?as, sendo delineada de acordo com in?meros formatos e modelos atrav?s de tempos e espa?os diversificados, compondo assim, estatutos e propostas curriculares diferentes em diferentes n?veis de qualifica??o. Buscou-se neste trabalho, pontuar as principais discuss?es que permeiam a forma??o docente, pautadas na vis?o de autores da atualidade. Atrav?s da Teoria das Representa??es Sociais buscou-se ainda,
desvelar e conhecer como percebem e reagem os agentes diretamente envolvidos com esse processo, ou seja, os professores das s?ries iniciais do Ensino Fundamental da rede p?blica de Natal/RN, considerando-se que, em muitos casos,
essa forma??o exige o repensar das pol?ticas de forma??o. Adotamos tamb?m, os conceitos de campo e campo educacional apresentados pela praxiologia de Pierre
Bourdieu. A ado??o de tais conceitos se deu por considerarmos que se trata de um instrumental te?rico possibilitador da apreens?o dos fen?menos sociais, tanto no
plano macro quanto micro. Assim, n?o se perde de vista o geral e, particularmente, as nuances de cada contexto ou situa??o espec?fica. No percurso metodol?gico utilizou-se para a coleta de dados o Teste de Associa??o Livre de Palavras, e a Entrevista Semi-Estruturada, al?m de fontes secund?rias para caracteriza??o do universo da pesquisa. O tratamento e an?lise dos dados foram realizados com a ajuda dos softwares: SPSS Statistical Package for Social Sciences e EVOC; e o m?todo de An?lise Categorial de Conte?do. A combina??o dos conceitos e t?cnicas supra citados fez-se necess?ria tendo em vista apreender tantos os aspectos de
ordem qualitativa como quantitativa, buscando assim, um leque maior de contribui??es e de valida??o dos resultados, os quais evidenciaram, dentre outros elementos menos salientes, a exist?ncia de uma representa??o social da forma??o docente como: conhecimentos - te?ricos e da pr?tica; uma necessidade - imposta pelas disputas simb?licas do campo social; capacita??o e compromisso.
Reconhecemos a relev?ncia das reflex?es aqui tratadas, por?m conscientes de que este ? apenas um dos enfoques poss?veis ao tema
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14459 |
| Date | 12 August 2006 |
| Creators | Melo, Elda Silva do Nascimento |
| Contributors | CPF:10809520478, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796872P4, Machado, La?da Bezerra, CPF:24588369334, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4792784Y4, Carvalho, Maria do Ros?rio de F?tima de, CPF:02560801353, http://buscatextual.cnpq.br/buscatextual/index.jsp, Andrade, ?rika dos Reis Gusm?o de, CPF:34252819504, http://lattes.cnpq.br/0778953049451033, Domingos Sobrinho, Mois?s |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| 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:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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