Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o
|
Departamento: |
Faculdade de Educa?
|
País: |
BR
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/3704 |
Resumo: | The dissertation entitled Distance Math degree: the intertwining of threads in the (re)construction of the teacher discusses the teaching identities that are being (re)created in name of a new educational model the distance training course for teachers. The main objective is to understand whether the formation of the teacher in a distant learning course favors the construction of a new teaching identity, and, in that case, what the elements of its constitution are, or whether this formation is just reinforcing, through technology, the hegemonic representations of our society about teaching. Our reflections on distance learning are based on the assumptions presented by Formiga (2009), Belloni (2008), Moore and Kearsley (2007), and Peters (2006). As regards teaching formation, we have found support on the studies developed by N?voa (1995), Tardif (2002; 2008) and Pimenta (2008, 2009). The identity issues are established on Hall (1997) and Woodward (2000). This qualitative research had, as its locus, the distance Math degree and involved 6 satellite schools, 78 teachers-to-be, 2 professors and 4 tools (blogs, forums, narratives and training period reports). It is organized in three moments as follows: document analysis, observation and capture of AVA screens, and content analysis of the four tools. The data were analyzed according to the discursive textual analysis defended by Moraes (2003 and 2006).This dissertation aims at showing how the identity at CLMD (Distance Math Degree) is understood as an individual and social construction marked by multiple factors that interact with each other, resulting in a number of representations that individuals make of themselves and of their functions, establishing, conscious and unconsciously, negotiations that pervade their life stories, sound working conditions, the recurrent imagery about the profession, the genesis and historical development of teaching, the existing discourses in the social and cultural world concerning teachers and school, all of them mediated by cuttingedge technologies. |
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Abrah?o, Maria Helena Menna BarretoCPF:05525225034http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786996H5CPF:92119840091http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4592154D6Bierhalz, Crisna Daniela Krause2015-04-14T14:23:21Z2012-03-232012-01-04BIERHALZ, Crisna Daniela Krause. Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor. 2012. 182 f. Tese (Doutorado em Educa??o) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2012.http://tede2.pucrs.br/tede2/handle/tede/3704The dissertation entitled Distance Math degree: the intertwining of threads in the (re)construction of the teacher discusses the teaching identities that are being (re)created in name of a new educational model the distance training course for teachers. The main objective is to understand whether the formation of the teacher in a distant learning course favors the construction of a new teaching identity, and, in that case, what the elements of its constitution are, or whether this formation is just reinforcing, through technology, the hegemonic representations of our society about teaching. Our reflections on distance learning are based on the assumptions presented by Formiga (2009), Belloni (2008), Moore and Kearsley (2007), and Peters (2006). As regards teaching formation, we have found support on the studies developed by N?voa (1995), Tardif (2002; 2008) and Pimenta (2008, 2009). The identity issues are established on Hall (1997) and Woodward (2000). This qualitative research had, as its locus, the distance Math degree and involved 6 satellite schools, 78 teachers-to-be, 2 professors and 4 tools (blogs, forums, narratives and training period reports). It is organized in three moments as follows: document analysis, observation and capture of AVA screens, and content analysis of the four tools. The data were analyzed according to the discursive textual analysis defended by Moraes (2003 and 2006).This dissertation aims at showing how the identity at CLMD (Distance Math Degree) is understood as an individual and social construction marked by multiple factors that interact with each other, resulting in a number of representations that individuals make of themselves and of their functions, establishing, conscious and unconsciously, negotiations that pervade their life stories, sound working conditions, the recurrent imagery about the profession, the genesis and historical development of teaching, the existing discourses in the social and cultural world concerning teachers and school, all of them mediated by cuttingedge technologies.A tese intitulada O Curso de Licenciatura em Matem?tica a Dist?ncia: o entrela?ar dos fios na (re)constru??o do ser professor, problematiza as identidades docentes que est?o sendo (re)criadas em nome de um novo modelo educacional - o curso de forma??o de professores na modalidade a dist?ncia. O objetivo principal ? compreender se a forma??o do professor em um curso a dist?ncia favorece a constru??o de uma nova identidade docente e, em caso afirmativo, quais s?o os elementos que a constituem. Ou se est? refor?ando, atrav?s da tecnologia, as representa??es hegem?nicas da nossa sociedade sobre a doc?ncia. O referencial te?rico perpassa os pressupostos sobre EaD apresentados por Formiga (2009), Belloni (2008), Moore e Kearsley (2007) e Peters (2006). No ?mbito da forma??o de professores, amparo-me nos estudos desenvolvidos por N?voa (1995), Tardiff (2002 e 2008) e Pimenta (2008, 2009). As quest?es de identidade ap?iam-se em Hall (1997) e Woodward (2000). A pesquisa de car?ter qualitativo, teve como l?cus o Curso de Licenciatura em Matem?tica a Dist?ncia - UFPel, envolveu seis p?los, 78 discentes, 02 professores e 04 ferramentas (blogs, f?runs, narrativas e relat?rios de est?gio). Organizou-se em tr?s etapas: an?lise dos documentos, observa??o e captura de telas do AVA e an?lise do conte?do das quatro ferramentas. Os dados foram analisados de acordo com a an?lise textual discursiva defendida por Moraes (2003 e 2006).A pesquisa confirmou a tese: a identidade no CLMD ? uma constru??o individual e social marcada por m?ltiplos fatores que interagem entre si, resultando numa s?rie de representa??es que os sujeitos fazem de si mesmos e de suas fun??es, estabelecidas consciente e inconscientemente. Perpassa pelas hist?rias de vida, condi??es concretas de trabalho, o imagin?rio recorrente acerca da profiss?o, a g?nese e desenvolvimento hist?rico da fun??o docente, os discursos que circulam no mundo social e cultural acerca dos docentes e da escola, todos mediados por tecnologias.Made available in DSpace on 2015-04-14T14:23:21Z (GMT). No. of bitstreams: 1 437487.pdf: 2096686 bytes, checksum: 4469806f6971fd38c32b36d56b8c77b0 (MD5) Previous issue date: 2012-01-04application/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/13457/437487.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em Educa??oPUCRSBRFaculdade de Educa?EDUCA??OPROFESSORES - FORMA??O PROFISSIONALTECNOLOGIA EDUCACIONALEDUCA??O A DIST?NCIAEDUCA??O - MATEM?TICACNPQ::CIENCIAS HUMANAS::EDUCACAOCurso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professorinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-84512857932284779375006007024413195758546274info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAIL437487.pdf.jpg437487.pdf.jpgimage/jpeg3224http://tede2.pucrs.br/tede2/bitstream/tede/3704/3/437487.pdf.jpgb256d706fb34fb6e7c28e4d9251b9a75MD53TEXT437487.pdf.txt437487.pdf.txttext/plain377177http://tede2.pucrs.br/tede2/bitstream/tede/3704/2/437487.pdf.txt5307971b4c7e2d6c5aa6f5911be86006MD52ORIGINAL437487.pdfapplication/pdf2096686http://tede2.pucrs.br/tede2/bitstream/tede/3704/1/437487.pdf4469806f6971fd38c32b36d56b8c77b0MD51tede/37042015-04-17 15:54:59.028oai:tede2.pucrs.br:tede/3704Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2015-04-17T18:54:59Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor |
title |
Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor |
spellingShingle |
Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor Bierhalz, Crisna Daniela Krause EDUCA??O PROFESSORES - FORMA??O PROFISSIONAL TECNOLOGIA EDUCACIONAL EDUCA??O A DIST?NCIA EDUCA??O - MATEM?TICA CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor |
title_full |
Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor |
title_fullStr |
Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor |
title_full_unstemmed |
Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor |
title_sort |
Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor |
author |
Bierhalz, Crisna Daniela Krause |
author_facet |
Bierhalz, Crisna Daniela Krause |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Abrah?o, Maria Helena Menna Barreto |
dc.contributor.advisor1ID.fl_str_mv |
CPF:05525225034 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786996H5 |
dc.contributor.authorID.fl_str_mv |
CPF:92119840091 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4592154D6 |
dc.contributor.author.fl_str_mv |
Bierhalz, Crisna Daniela Krause |
contributor_str_mv |
Abrah?o, Maria Helena Menna Barreto |
dc.subject.por.fl_str_mv |
EDUCA??O PROFESSORES - FORMA??O PROFISSIONAL TECNOLOGIA EDUCACIONAL EDUCA??O A DIST?NCIA EDUCA??O - MATEM?TICA |
topic |
EDUCA??O PROFESSORES - FORMA??O PROFISSIONAL TECNOLOGIA EDUCACIONAL EDUCA??O A DIST?NCIA EDUCA??O - MATEM?TICA CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The dissertation entitled Distance Math degree: the intertwining of threads in the (re)construction of the teacher discusses the teaching identities that are being (re)created in name of a new educational model the distance training course for teachers. The main objective is to understand whether the formation of the teacher in a distant learning course favors the construction of a new teaching identity, and, in that case, what the elements of its constitution are, or whether this formation is just reinforcing, through technology, the hegemonic representations of our society about teaching. Our reflections on distance learning are based on the assumptions presented by Formiga (2009), Belloni (2008), Moore and Kearsley (2007), and Peters (2006). As regards teaching formation, we have found support on the studies developed by N?voa (1995), Tardif (2002; 2008) and Pimenta (2008, 2009). The identity issues are established on Hall (1997) and Woodward (2000). This qualitative research had, as its locus, the distance Math degree and involved 6 satellite schools, 78 teachers-to-be, 2 professors and 4 tools (blogs, forums, narratives and training period reports). It is organized in three moments as follows: document analysis, observation and capture of AVA screens, and content analysis of the four tools. The data were analyzed according to the discursive textual analysis defended by Moraes (2003 and 2006).This dissertation aims at showing how the identity at CLMD (Distance Math Degree) is understood as an individual and social construction marked by multiple factors that interact with each other, resulting in a number of representations that individuals make of themselves and of their functions, establishing, conscious and unconsciously, negotiations that pervade their life stories, sound working conditions, the recurrent imagery about the profession, the genesis and historical development of teaching, the existing discourses in the social and cultural world concerning teachers and school, all of them mediated by cuttingedge technologies. |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-03-23 |
dc.date.issued.fl_str_mv |
2012-01-04 |
dc.date.accessioned.fl_str_mv |
2015-04-14T14:23:21Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BIERHALZ, Crisna Daniela Krause. Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor. 2012. 182 f. Tese (Doutorado em Educa??o) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2012. |
dc.identifier.uri.fl_str_mv |
http://tede2.pucrs.br/tede2/handle/tede/3704 |
identifier_str_mv |
BIERHALZ, Crisna Daniela Krause. Curso de licenciatura em matem?tica a dist?ncia : o entrela?ar dos fios na (re)constru??o do ser professor. 2012. 182 f. Tese (Doutorado em Educa??o) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2012. |
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http://tede2.pucrs.br/tede2/handle/tede/3704 |
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