A constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituição
Ano de defesa: | 2013 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
Departamento: |
Psicologia
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/16098 |
Resumo: | Organizations have established themselves in society as informal training spaces in order to qualify professionals for specific activities, usually the subjects dealt in these training are not offered at formal training. Thus, education as means of professionalization at work is being used at organizations to obtain quicker results and guarantee market competitiveness. Therefore it is in such scenario that the role of the trainer is consolidated where he is responsible for carrying out and mediating training activities at the companies. Findings from a study done with seven professionals who took the training programs at power companies show the path taken for these individuals to constitute their identities and also show the relationship and degree of importance given to practical experience and educational knowledge for their activities. Theoretical assumptions were used on identity construction from Claude Dubar and on knowledge base for teaching from Lee Shulman and many other authors. The methodology chosen for data collection was semi-structured interviews, classroom, with the use of a previously elaborated guide. Findings were analyzed and organized in five categories that meet the target of the survey. The paths taken by the trainers are varied, quite often they are not planned, but are rewarding when taken into account that they realize how relevant the opportunity is to transform and upgrade the professional s knowledge and skills during and after the training. Identity negotiations mark this path, because when the trainers go through it they are faced with situations that are always breaking or new definitions of self end up taking place, for example, the fact of having a reference to others and at the same time not being considered for other jobs inside the organization. It was evident that content knowledge is recognized as the highest value in relation to pedagogical knowledge and most individuals do not give great importance to the "training courses for trainers" offered by their organizations, for they see the experience gained throughout the work (which builds the basis of content) and lived in the classroom (which brings forth pedagogical practice) as greater significance to their constitution as a trainer. Although the pedagogical knowledge is not acquired through formal training, the respondents consider important to take the current context of the company to the classroom in order to connect it with the subjects that will be part of the training, and the representations and analogies, in order to facilitate understanding of the content. Knowing the participant in order to adapt communication was also a factor shown to be effective in the learning process |
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Placco, Vera Maria Nigro de Souzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4272961A1Pereira, Sylvia Bachiegga Rodrigues2016-04-28T20:56:38Z2013-10-252013-10-04Pereira, Sylvia Bachiegga Rodrigues. The identity constitution of the trainer at the organizations: the meaning of experience and of pedagogic knowledge for such constitution. 2013. 109 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.https://tede2.pucsp.br/handle/handle/16098Organizations have established themselves in society as informal training spaces in order to qualify professionals for specific activities, usually the subjects dealt in these training are not offered at formal training. Thus, education as means of professionalization at work is being used at organizations to obtain quicker results and guarantee market competitiveness. Therefore it is in such scenario that the role of the trainer is consolidated where he is responsible for carrying out and mediating training activities at the companies. Findings from a study done with seven professionals who took the training programs at power companies show the path taken for these individuals to constitute their identities and also show the relationship and degree of importance given to practical experience and educational knowledge for their activities. Theoretical assumptions were used on identity construction from Claude Dubar and on knowledge base for teaching from Lee Shulman and many other authors. The methodology chosen for data collection was semi-structured interviews, classroom, with the use of a previously elaborated guide. Findings were analyzed and organized in five categories that meet the target of the survey. The paths taken by the trainers are varied, quite often they are not planned, but are rewarding when taken into account that they realize how relevant the opportunity is to transform and upgrade the professional s knowledge and skills during and after the training. Identity negotiations mark this path, because when the trainers go through it they are faced with situations that are always breaking or new definitions of self end up taking place, for example, the fact of having a reference to others and at the same time not being considered for other jobs inside the organization. It was evident that content knowledge is recognized as the highest value in relation to pedagogical knowledge and most individuals do not give great importance to the "training courses for trainers" offered by their organizations, for they see the experience gained throughout the work (which builds the basis of content) and lived in the classroom (which brings forth pedagogical practice) as greater significance to their constitution as a trainer. Although the pedagogical knowledge is not acquired through formal training, the respondents consider important to take the current context of the company to the classroom in order to connect it with the subjects that will be part of the training, and the representations and analogies, in order to facilitate understanding of the content. Knowing the participant in order to adapt communication was also a factor shown to be effective in the learning processAs empresas têm se constituído na sociedade atual como grandes espaços de aprendizagem não-formal, com objetivo de qualificar profissionais para atuarem em atividades específicas, cujos conteúdos não são ofertados por instituições formais. Assim, a educação com foco no trabalho e na profissionalização passa a ser utilizada pelas organizações como uma forma para se obter resultados mais rápidos e garantir sua competitividade no mercado. É nesse cenário que se consolida o papel do educador corporativo, responsável por movimentar e mediar as ações educativas dentro das empresas. O estudo feito com sete profissionais que atuam em cursos de formação, dentro de empresas do segmento de energia elétrica, revela quais são os caminhos percorridos para que esses sujeitos constituam suas identidades e apresenta as relações e o grau de importância atribuído à experiência prática e ao conhecimento pedagógico para sua atuação. Utilizou-se como embasamento teórico os pressupostos de Claude Dubar, sobre constituição identitária, e Lee Shulman, sobre a base de conhecimento para o ensino, além de diversos outros autores. A metodologia escolhida para coleta de dados foi a entrevista semi-estruturada, presencial, com a utilização de um roteiro previamente elaborado. Os dados obtidos foram analisados e organizados em cinco categorias que respondem aos objetivos da pesquisa. Os caminhos percorridos pelos educadores corporativos são diversos, na maioria das vezes, não planejados, mas recompensadores na medida em que esses indivíduos reconhecem como relevante a oportunidade que têm de transformar e elevar o grau de instrução de um profissional durante e depois da formação. As negociações identitárias marcam esse caminho, uma vez que, ao percorrê-lo os educadores se deparam com situações que a todo o momento rompem ou acomodam novas definições de si mesmo, como, por exemplo, o fato de se sentirem referência perante os demais e, ao mesmo tempo, não serem considerados para outros cargos dentro da empresa. Ficou evidente que o conhecimento do conteúdo é reconhecido como de maior valor em relação ao conhecimento pedagógico e a maioria dos sujeitos não atribui grande relevância aos cursos de formação para educadores ofertados por suas organizações, vendo na experiência adquirida ao longo do trabalho (que constrói as bases do conteúdo) e na vivida em sala de aula (que forma sua própria prática pedagógica) maior significância para sua constituição como educador corporativo. Ainda que o conhecimento pedagógico não seja adquirido por meio de cursos formais, os entrevistados consideram importante levar para sala de aula o contexto atual da empresa, a fim de conectá-lo aos assuntos que farão parte da formação, e as representações e analogias, como forma de facilitar a compreensão do conteúdo. Conhecer o participante para adaptar a comunicação, também foi um fator evidenciado para haver efetividade no processo de ensino aprendizagemapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32367/Sylvia%20Bachiegga%20Rodrigues%20Pereira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaEducador corporativoIdentidadeConhecimento pedagógicoInstrutorEducação corporativaTrainerIdentityPedagogical knowledgeInstructorCorporate educationCNPQ::CIENCIAS HUMANAS::PSICOLOGIAA constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituiçãoThe identity constitution of the trainer at the organizations: the meaning of experience and of pedagogic knowledge for such constitutioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTSylvia Bachiegga Rodrigues Pereira.pdf.txtSylvia Bachiegga Rodrigues Pereira.pdf.txtExtracted texttext/plain229275https://repositorio.pucsp.br/xmlui/bitstream/handle/16098/3/Sylvia%20Bachiegga%20Rodrigues%20Pereira.pdf.txt07bd4d80f60367824a7cb815d02ebc37MD53ORIGINALSylvia Bachiegga Rodrigues Pereira.pdfapplication/pdf1507094https://repositorio.pucsp.br/xmlui/bitstream/handle/16098/1/Sylvia%20Bachiegga%20Rodrigues%20Pereira.pdf395568fbadaef6d952952f626673566bMD51THUMBNAILSylvia Bachiegga Rodrigues Pereira.pdf.jpgSylvia Bachiegga Rodrigues Pereira.pdf.jpgGenerated Thumbnailimage/jpeg2489https://repositorio.pucsp.br/xmlui/bitstream/handle/16098/2/Sylvia%20Bachiegga%20Rodrigues%20Pereira.pdf.jpgfa5fa004ef2a842c1db7edd81ee8911dMD52handle/160982022-04-27 15:33:34.737oai:repositorio.pucsp.br:handle/16098Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:33:34Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituição |
dc.title.alternative.eng.fl_str_mv |
The identity constitution of the trainer at the organizations: the meaning of experience and of pedagogic knowledge for such constitution |
title |
A constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituição |
spellingShingle |
A constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituição Pereira, Sylvia Bachiegga Rodrigues Educador corporativo Identidade Conhecimento pedagógico Instrutor Educação corporativa Trainer Identity Pedagogical knowledge Instructor Corporate education CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
A constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituição |
title_full |
A constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituição |
title_fullStr |
A constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituição |
title_full_unstemmed |
A constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituição |
title_sort |
A constituição identitária do educador corporativo nas empresas: o significado da experiência e da formação pedagógica para essa constituição |
author |
Pereira, Sylvia Bachiegga Rodrigues |
author_facet |
Pereira, Sylvia Bachiegga Rodrigues |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4272961A1 |
dc.contributor.author.fl_str_mv |
Pereira, Sylvia Bachiegga Rodrigues |
contributor_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.subject.por.fl_str_mv |
Educador corporativo Identidade Conhecimento pedagógico Instrutor Educação corporativa |
topic |
Educador corporativo Identidade Conhecimento pedagógico Instrutor Educação corporativa Trainer Identity Pedagogical knowledge Instructor Corporate education CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Trainer Identity Pedagogical knowledge Instructor Corporate education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
Organizations have established themselves in society as informal training spaces in order to qualify professionals for specific activities, usually the subjects dealt in these training are not offered at formal training. Thus, education as means of professionalization at work is being used at organizations to obtain quicker results and guarantee market competitiveness. Therefore it is in such scenario that the role of the trainer is consolidated where he is responsible for carrying out and mediating training activities at the companies. Findings from a study done with seven professionals who took the training programs at power companies show the path taken for these individuals to constitute their identities and also show the relationship and degree of importance given to practical experience and educational knowledge for their activities. Theoretical assumptions were used on identity construction from Claude Dubar and on knowledge base for teaching from Lee Shulman and many other authors. The methodology chosen for data collection was semi-structured interviews, classroom, with the use of a previously elaborated guide. Findings were analyzed and organized in five categories that meet the target of the survey. The paths taken by the trainers are varied, quite often they are not planned, but are rewarding when taken into account that they realize how relevant the opportunity is to transform and upgrade the professional s knowledge and skills during and after the training. Identity negotiations mark this path, because when the trainers go through it they are faced with situations that are always breaking or new definitions of self end up taking place, for example, the fact of having a reference to others and at the same time not being considered for other jobs inside the organization. It was evident that content knowledge is recognized as the highest value in relation to pedagogical knowledge and most individuals do not give great importance to the "training courses for trainers" offered by their organizations, for they see the experience gained throughout the work (which builds the basis of content) and lived in the classroom (which brings forth pedagogical practice) as greater significance to their constitution as a trainer. Although the pedagogical knowledge is not acquired through formal training, the respondents consider important to take the current context of the company to the classroom in order to connect it with the subjects that will be part of the training, and the representations and analogies, in order to facilitate understanding of the content. Knowing the participant in order to adapt communication was also a factor shown to be effective in the learning process |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-10-25 |
dc.date.issued.fl_str_mv |
2013-10-04 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:56:38Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
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Pereira, Sylvia Bachiegga Rodrigues. The identity constitution of the trainer at the organizations: the meaning of experience and of pedagogic knowledge for such constitution. 2013. 109 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16098 |
identifier_str_mv |
Pereira, Sylvia Bachiegga Rodrigues. The identity constitution of the trainer at the organizations: the meaning of experience and of pedagogic knowledge for such constitution. 2013. 109 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
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