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Previous issue date: 2016-03-01 / This doctoral dissertation in Education is part of the research line "Training, Policies and Practices in Education", of the PPGEdu/PUCRS and it is part of a set of work and research carried out at the Center for Studies in Higher Education (CSHE). The general purpose in this research was to analyze the impact of formative processes experienced by IT Scholarship Holders, former students of PIBID Education in teaching activity. The specific aims were: - to identify the educational processes of former students together to the Institutional Program of Introduction to Teaching - PIBID/UNIFRA; - to recognize how the former students of the program understand the relationships between academic knowledge, school knowledge and experiential knowledge in the context of practices of teaching initiation to the Sub-project of Education; - to show how the relationship between university and school contributes to the quality of training of former scholarship holders; - To assess how former scholarship holders realize their employability and; - to point some indicators for the quality of the Sub-project of the Area of Education. The methodology used was based on the interpretative paradigm under a qualitative approach, a case study type - Sub-project of the Area of Education, of a philanthropic and community HEI. The target subjects of the research were six (06) former scholarship holders of the Sub-project. The research instruments were narrative interviews and official documents (legislation, PPC of the Education Major, Institutional PIBID UNIFRA Project, Sub-project of Education). The Theoretical Framework involved in this work, was based mainly on authors such as: Bolzan (2006, 2009), Bolzan; Isaia (2006, 2010), Garc?a (1992, 1999, 2009), Morosini (2001, 2005, 2010, 2014, 2015), Tardif (2000, 2002), ZEICHNER (1992, 1998, 2002, 2010, 2015). The data analysis was based on the Discoursive Textual Analysis (DTA), the following categories of analysis were identified: Reflective Practice as Structuring Element of Teaching Activity, Multiplicity of Knowledge Needed to Teaching, Theory and Practice Interlocution, and Being a teacher: Identitarian Process and Professional Development of Teachers. The data analysis relied on the interrelationship of Regulatory Frameworks, Theoretical Framework and Discursive Framework. Based on the analysis which was carried out, it is possible to affirm that it constitutes an understanding of teaching activity of former students of PIBID Education systematized by the Spiral of the Teaching Activity. The Spiral of the Teaching Activity is characterized therefore by the movement produced by the process of learning how to be a teacher, which is being built and made up over training and educational performance. Thus, we arrive at that understanding, to the extent that the experiences lived by the former students in initiation practices to the teaching of the Sub-project Education, were reconstructed and a new meaning was offered, through concrete actions of learning situations regarding the school reality, the undergraduate students constructed and reconstructed the process of becoming a teacher. / Este trabalho de tese de doutorado em Educa??o insere-se na linha de pesquisa ?Forma??o, Pol?ticas e Pr?ticas em Educa??o?, do PPGEdu/PUCRS e faz parte do conjunto de trabalhos e pesquisas produzidos no Centro de Estudos em Educa??o Superior (CEES). A pesquisa teve o objetivo geral de analisar as repercuss?es dos processos formativos vivenciados por Bolsistas ID, Egressos do PIBID Pedagogia na aprendizagem docente. Os objetivos espec?ficos consistiram em: - identificar os processos formativos dos egressos junto ao Programa Institucional de Inicia??o ? Doc?ncia ? PIBID/UNIFRA; - reconhecer como os egressos compreendem as rela??es entre os saberes acad?micos, saberes escolares e os saberes experienciais no contexto das pr?ticas de inicia??o ? doc?ncia do Subprojeto da Pedagogia; - evidenciar como a rela??o entre universidade e escola contribui para a qualidade da forma??o dos bolsistas egressos; - avaliar como os bolsistas egressos percebem a sua empregabilidade e; - apontar indicadores para a qualidade do Subprojeto da ?rea da Pedagogia. A metodologia utilizada esteve pautada no paradigma interpretativo, sob uma abordagem qualitativa, de tipo estudo de caso ? Subprojeto da ?rea da Pedagogia, de uma IES filantr?pica e comunit?ria. Os sujeitos alvo da pesquisa foram seis (06) Bolsistas Egressas do Subprojeto. Os instrumentos da investiga??o foram entrevistas narrativas e documentos oficiais (legisla??o, PPC do Curso de Pedagogia, Projeto Institucional PIBID UNIFRA, Subprojeto da Pedagogia). O Marco Te?rico envolvido neste trabalho ancora-se, principalmente, em autores como: Bolzan (2006, 2009), Bolzan; Isaia (2006, 2009, 2010), Garc?a (1992, 1999, 2009), Morosini (2001, 2005, 2010, 2014, 2015), Tardif (2000, 2002), ZEICHNER (1992, 1998, 2002, 2010, 2015). A an?lise dos dados fundamentou-se na An?lise Textual Discursiva (ATD); identificaram-se as seguintes categorias de an?lise: Pr?tica Reflexiva como Elemento Estruturante da Aprendizagem Docente, Multiplicidade de Saberes Necess?rios ? Doc?ncia, Interlocu??o Teoria-Pr?tica, e Ser Professora: Desenvolvimento Profissional Docente e Processo Identit?rio. A an?lise dos dados apoiou-se na inter-rela??o dos Marcos Regulat?rios, Marcos Te?ricos e dos Marcos Discursivos. Com base nas an?lises realizadas, podemos afirmar que se constitui uma compreens?o da aprendizagem docente das Egressas do PIBID Pedagogia sistematizada pela Espiral da Aprendizagem Docente. A Espiral da Aprendizagem Docente caracteriza-se, portanto, pelo movimento produzido pelo processo de aprender a ser professor, que vai sendo constru?do e constitu?do ao longo da forma??o e atua??o docente. Assim sendo, chega-se ao entendimento de que, na medida em que as experi?ncias vivenciadas pelas Egressas nas pr?ticas de inicia??o ? doc?ncia do Subprojeto Pedagogia foram sendo [re]elaboradas e [res]significadas, por meio de a??es concretas de situa??es de aprendizagem na realidade escolar, as licenciandas constru?ram e [re]constru?ram o processo de tornar-se professor.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6657 |
| Date | 01 March 2016 |
| Creators | Marquezan, Fernanda Figueira |
| Contributors | Morosini, Mar?lia Costa |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Faculdade de Educa??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 PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, -3459865808041894734, -240345818910352367 |
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