Professor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidade
Ano de defesa: | 2005 |
---|---|
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/16558 |
Resumo: | The goal of this research was to comprehend if the process of formation through which a teacher´s teacher and a teaching student is permeated with the dimensions constructed by sincronic consciousness. To collect the data, I used a questionnaire with two open questions. In it, I try to identify, in the teachers from the Education Major, if these dimensions were lived through or not, with the sincronic consciousness, during their formation process. That is the main focus of this research. I try to comprehend the difficulties that teachers encounter during their formation by using Manacorda and Aranha, reaching back to the history of Education. I observe, by a documental research, the experiences of the first teachers of the Teacher´s School in the XIX Century. In my empirical research, I listened to teachers from public and private Teacher Formation Institutes, about their memories of past experiences of their formation processes. The approach used is a qualitative one, and the data was studied and analysed with the concept created by Placco, of Sincronic Consciousness. These teacher reminiscence, related to the process of formation lived and to the relations established with their own teachers, seem to demonstrate that the actions they consider as positive are the ones in which there is a bound between teacher´s teacher and teacher student. The actions considered negative are the ones in which the relations were permeated with actions and reactions not at all interactive, with a distinctness in one dimension, reinforced by the context in which teacher and student are submersed. Believe that this dichotomy may be overcome by creating a place in which a teacher while working may realize the multiplicity of dimensions in his action, not alone, but with other members of the school. This collaborative culture, especially thought with the sincronic consciousness point of view, makes it possible to attribute meaning to the daily conflicts lived in school |
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Placco, Vera Maria Nigro de SouzaAndrade, Regina Bruhns Rossini2016-04-28T20:58:02Z2005-06-272005-06-16Andrade, Regina Bruhns Rossini. Teacher´s teacher & teaching student: a relationship with the dimensions constructed by sincronic consciousness. 2005. 161 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005.https://tede2.pucsp.br/handle/handle/16558The goal of this research was to comprehend if the process of formation through which a teacher´s teacher and a teaching student is permeated with the dimensions constructed by sincronic consciousness. To collect the data, I used a questionnaire with two open questions. In it, I try to identify, in the teachers from the Education Major, if these dimensions were lived through or not, with the sincronic consciousness, during their formation process. That is the main focus of this research. I try to comprehend the difficulties that teachers encounter during their formation by using Manacorda and Aranha, reaching back to the history of Education. I observe, by a documental research, the experiences of the first teachers of the Teacher´s School in the XIX Century. In my empirical research, I listened to teachers from public and private Teacher Formation Institutes, about their memories of past experiences of their formation processes. The approach used is a qualitative one, and the data was studied and analysed with the concept created by Placco, of Sincronic Consciousness. These teacher reminiscence, related to the process of formation lived and to the relations established with their own teachers, seem to demonstrate that the actions they consider as positive are the ones in which there is a bound between teacher´s teacher and teacher student. The actions considered negative are the ones in which the relations were permeated with actions and reactions not at all interactive, with a distinctness in one dimension, reinforced by the context in which teacher and student are submersed. Believe that this dichotomy may be overcome by creating a place in which a teacher while working may realize the multiplicity of dimensions in his action, not alone, but with other members of the school. This collaborative culture, especially thought with the sincronic consciousness point of view, makes it possible to attribute meaning to the daily conflicts lived in schoolA presente pesquisa teve por objetivo compreender se o processo de formação do professor formador e professor discente é permeado por dimensões construídas com consciência da sincronicidade. Utilizo para a coleta de dados um questionário com duas perguntas abertas, nas quais procuro identificar, nos professores da área de Pedagogia, se essas dimensões foram vivenciadas ou não com consciência da sincronicidade, em seu processo de formação, foco da problematização de pesquisa. Busco compreender as dificuldades encontradas pelo professor durante a sua formação, resgatando, em Manacorda e Aranha, a história da Educação. Observo, por meio de uma pesquisa documental, como foram vividas as experiências de formação dos primeiros professores na Escola Normal do século XIX. Na pesquisa empírica foram ouvidos professores de IES públicas e privadas, sobre reminiscências de seus processos formativos. Trata-se de uma abordagem qualitativa da pesquisa, cujos dados foram analisados sob a ótica do conceito de sincronicidade, desenvolvido por Placco. Essas reminiscências do professor, em relação aos processos de formação vividos e às relações estabelecidas com seus formadores, parecem demonstrar que as ações por eles consideradas positivas são aquelas nas quais há uma integração entre professor formador e professor discente, vividas pelas dimensões da sincronicidade. As ações dos professores formadores consideradas negativas são aquelas nas quais as relações foram permeadas por ações e interações quase sempre não interacionistas, com predomínio ou relevo excessivo em determinadas dimensões, as quais parecem ser fortalecidas pelo contexto no qual o professor formador e discente estão inseridos. Acredito que essa dicotomia poderá ser superada se forem criados espaços nos quais o professor, ao reconhecer a multiplicidade de dimensões em sua ação de formador, não realize um trabalho individual, mas o construa com os demais membros da instituição escolar. Essa cultura colaborativa, principalmente, se repensada sob o olhar da sincronicidade, possibilita a atribuição de um significado novo aos confrontos vividos e refletidos no cotidiano escolarCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32752/Regina%20Bruhns.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiasincronicidadeeducaçãoProfessoresProfessores - Formação profissionalformationsincroniceducationteachersCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALProfessor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidadeTeacher´s teacher & teaching student: a relationship with the dimensions constructed by sincronic consciousnessinfo: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_SPTEXTRegina Bruhns.pdf.txtRegina Bruhns.pdf.txtExtracted texttext/plain259414https://repositorio.pucsp.br/xmlui/bitstream/handle/16558/3/Regina%20Bruhns.pdf.txtdf999b40158142116541bd988781dc6aMD53ORIGINALRegina Bruhns.pdfapplication/pdf1014707https://repositorio.pucsp.br/xmlui/bitstream/handle/16558/1/Regina%20Bruhns.pdfc62061d8ed9fee1a61c35fd70ca0ac13MD51THUMBNAILRegina Bruhns.pdf.jpgRegina Bruhns.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/16558/2/Regina%20Bruhns.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/165582022-04-27 16:40:22.207oai:repositorio.pucsp.br:handle/16558Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T19:40:22Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Professor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidade |
dc.title.alternative.eng.fl_str_mv |
Teacher´s teacher & teaching student: a relationship with the dimensions constructed by sincronic consciousness |
title |
Professor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidade |
spellingShingle |
Professor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidade Andrade, Regina Bruhns Rossini sincronicidade educação Professores Professores - Formação profissional formation sincronic education teachers CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Professor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidade |
title_full |
Professor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidade |
title_fullStr |
Professor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidade |
title_full_unstemmed |
Professor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidade |
title_sort |
Professor Formador & Professor Discente: uma relação a ser construída com consciência da sincronicidade |
author |
Andrade, Regina Bruhns Rossini |
author_facet |
Andrade, Regina Bruhns Rossini |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.contributor.author.fl_str_mv |
Andrade, Regina Bruhns Rossini |
contributor_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.subject.por.fl_str_mv |
sincronicidade educação Professores Professores - Formação profissional |
topic |
sincronicidade educação Professores Professores - Formação profissional formation sincronic education teachers CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
formation sincronic education teachers |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
The goal of this research was to comprehend if the process of formation through which a teacher´s teacher and a teaching student is permeated with the dimensions constructed by sincronic consciousness. To collect the data, I used a questionnaire with two open questions. In it, I try to identify, in the teachers from the Education Major, if these dimensions were lived through or not, with the sincronic consciousness, during their formation process. That is the main focus of this research. I try to comprehend the difficulties that teachers encounter during their formation by using Manacorda and Aranha, reaching back to the history of Education. I observe, by a documental research, the experiences of the first teachers of the Teacher´s School in the XIX Century. In my empirical research, I listened to teachers from public and private Teacher Formation Institutes, about their memories of past experiences of their formation processes. The approach used is a qualitative one, and the data was studied and analysed with the concept created by Placco, of Sincronic Consciousness. These teacher reminiscence, related to the process of formation lived and to the relations established with their own teachers, seem to demonstrate that the actions they consider as positive are the ones in which there is a bound between teacher´s teacher and teacher student. The actions considered negative are the ones in which the relations were permeated with actions and reactions not at all interactive, with a distinctness in one dimension, reinforced by the context in which teacher and student are submersed. Believe that this dichotomy may be overcome by creating a place in which a teacher while working may realize the multiplicity of dimensions in his action, not alone, but with other members of the school. This collaborative culture, especially thought with the sincronic consciousness point of view, makes it possible to attribute meaning to the daily conflicts lived in school |
publishDate |
2005 |
dc.date.available.fl_str_mv |
2005-06-27 |
dc.date.issued.fl_str_mv |
2005-06-16 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:58:02Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Andrade, Regina Bruhns Rossini. Teacher´s teacher & teaching student: a relationship with the dimensions constructed by sincronic consciousness. 2005. 161 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16558 |
identifier_str_mv |
Andrade, Regina Bruhns Rossini. Teacher´s teacher & teaching student: a relationship with the dimensions constructed by sincronic consciousness. 2005. 161 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005. |
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