Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual de Feira de Santana
|
Programa de Pós-Graduação: |
Mestrado Acad?mico em Educa??o
|
Departamento: |
DEPARTAMENTO DE EDUCA??O
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.uefs.br:8080/handle/tede/784 |
Resumo: | This paperwork is the result of a study developed in the Postgraduate Program in Education of the Universidade Estadual of Feira de Santana (UEFS), which aims to understand, through the representations of teachers of the Administration Course, as the teaching practice of such subjects contribute to the formation of students' autonomy. In order to reach the planned objective, a research of the qualitative type, based on principles of the Theory of Social Representations - TSR (MOSCOVICI, 1978, 2005; JODELET, 2001; ALVES-MAZOTTI, 1994) was carried out. The research instrument used was the semi-structured interview (MINAYO, 2010), applied with 06 teachers of this course. The data obtained were analyzed from the theoretical conceptions of Morin (2000, 2002), Freire (2016a, 2016b, 2016c), Zabala (1998, 2002, 2010), among other scholars. For the analysis of the produced data, we used some qualitative assumptions of the Content Analysis (BARDIN, 2011). At the data processing stage, three categories were identified: the meanings of autonomy; the teaching practice and its epistemological assumptions; the profile of the student has as subcategory: the student of a night course. Among the main conclusions of this study, we emphasize: the majority of the teachers considered their difficult to modify the representations of the students and to make them recognize that they can be autonomous subjects and authors of their lives; other professors declare that autonomy corresponds to the subject being aware of himself/ herself and his/ her role in the relations that establish, as well as the capacity that the subject has to act with responsibility, consciousness, ethics and criticality; With regard to the strategies developed by the teachers of the Administration Course, some have advanced, using dramatic activities, field visits, reading and summary of texts, work in groups, case studies, which favor the formation of student autonomy. Still others remain in the well-known expositive and boring classes that do not contribute to the development of the autonomy of the trainees. It is good to say, in this respect, that the implementation of differentiated strategies will only be significant for the students' learning and to contribute to the autonomy of these subjects, when the teacher is aware of the epistemological basis that sustains his practice. In order for the Administration Course to actually contribute to students' autonomy formation, it would be necessary to implement collective actions, in which teachers and students r plan strategies that promote this purpose. Another aspect that this study evidenced is the need of implementing institutional policies for pedagogical training for bachelors. |
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Biblioteca Digital de Teses e Dissertações da UEFS |
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Ribeiro, Marinalva Lopes62312529572http://lattes.cnpq.br/2869651121900787Andrade, Andr?ia Borges2019-06-13T23:01:59Z2018-09-24ANDRADE, Andr?ia Borges. Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS. 2018. 107 f. Disserta??o (Mestrado Acad?mico em Educa??o)- Universidade Estadual de Feira de Santana, Feira de Santana, 2018.http://tede2.uefs.br:8080/handle/tede/784This paperwork is the result of a study developed in the Postgraduate Program in Education of the Universidade Estadual of Feira de Santana (UEFS), which aims to understand, through the representations of teachers of the Administration Course, as the teaching practice of such subjects contribute to the formation of students' autonomy. In order to reach the planned objective, a research of the qualitative type, based on principles of the Theory of Social Representations - TSR (MOSCOVICI, 1978, 2005; JODELET, 2001; ALVES-MAZOTTI, 1994) was carried out. The research instrument used was the semi-structured interview (MINAYO, 2010), applied with 06 teachers of this course. The data obtained were analyzed from the theoretical conceptions of Morin (2000, 2002), Freire (2016a, 2016b, 2016c), Zabala (1998, 2002, 2010), among other scholars. For the analysis of the produced data, we used some qualitative assumptions of the Content Analysis (BARDIN, 2011). At the data processing stage, three categories were identified: the meanings of autonomy; the teaching practice and its epistemological assumptions; the profile of the student has as subcategory: the student of a night course. Among the main conclusions of this study, we emphasize: the majority of the teachers considered their difficult to modify the representations of the students and to make them recognize that they can be autonomous subjects and authors of their lives; other professors declare that autonomy corresponds to the subject being aware of himself/ herself and his/ her role in the relations that establish, as well as the capacity that the subject has to act with responsibility, consciousness, ethics and criticality; With regard to the strategies developed by the teachers of the Administration Course, some have advanced, using dramatic activities, field visits, reading and summary of texts, work in groups, case studies, which favor the formation of student autonomy. Still others remain in the well-known expositive and boring classes that do not contribute to the development of the autonomy of the trainees. It is good to say, in this respect, that the implementation of differentiated strategies will only be significant for the students' learning and to contribute to the autonomy of these subjects, when the teacher is aware of the epistemological basis that sustains his practice. In order for the Administration Course to actually contribute to students' autonomy formation, it would be necessary to implement collective actions, in which teachers and students r plan strategies that promote this purpose. Another aspect that this study evidenced is the need of implementing institutional policies for pedagogical training for bachelors.Esta disserta??o ? resultado de um estudo desenvolvido na Universidade Estadual de Feira de Santana (UEFS), cujo objetivo foi compreender, mediante as representa??es de professores do Curso de Administra??o dessa universidade, como a pr?tica docente de tais sujeitos contribui com a forma??o da autonomia dos estudantes. A pesquisa do tipo qualitativa, foi fundamentada em princ?pios da Teoria das Representa??es Sociais ? TRS (MOSCOVICI, 1978, 2005; JODELET, 2001). Os dados foram produzidos mediante a entrevista semi estruturada aplicada a 6 docentes do referido curso e analisados com alguns pressupostos qualitativos da An?lise de Conte?do (BARDIN, 2011). Morin (2000, 2002), Freire (2016a, 2016b, 2016c) e Zabala (1998, 2002, 2010) deram a sustenta??o te?rica ? an?lise dos resultados. As principais conclus?es apontam que a maioria dos docentes considerou ser dif?cil modificar as representa??es dos estudantes e faz?-los reconhecer que podem ser sujeitos aut?nomos e autores de suas vidas. Parte dos professores declarou que autonomia corresponde ao sujeito ter consci?ncia de si e do seu papel nas rela??es que estabelecem.Outros representam a autonomia como uma compet?ncia nata, portanto, que n?o sofre influ?ncia da pr?tica docente. H? docentes com pr?ticas coerentes com os pressupostos do paradigma da complexidade na medida em que se esfor?am para desenvolver atividades que propiciam a criticidade e a autonomia dos estudantes em sala de aula. Tamb?m ficou evidente nas representa??es dos docentes que o perfil do estudante do noturno tem mudado, muitos s?o trabalhadores com pouco tempo para o estudo, com dificuldade em leitura, descomprometidos com o curso e sem os conhecimentos pr?vios necess?rios ao desenvolvimento das aprendizagens dos novos conte?dos. Tal realidade dificulta a atua??o dos docentes. Alguns reconhecem que suas estrat?gias de ensino n?o t?m possibilitado uma aprendizagem significativa, sendo questionadas pelos discentes, o que pode indicar que eles t?m refletido sobre suas representa??es e pr?ticas. Esse contexto contribui para o sofrimento docente. Apesar dessa problem?tica em tela, alguns docentes apresentam uma pr?tica docente alinhada com as dificuldades dos estudantes, buscando a autonomia de tais sujeitos mediante a pesquisa, o est?mulo ? leitura, as visitas t?cnicas, o diagn?stico da realidade, o debate, o est?mulo ? reflex?o e a elabora??o de propostas de interven??o na realidade.Por fim, o estudo apontou a necessidade de amplia??o de pol?ticas institucionais para a forma??o pedag?gica do professor bacharel.Submitted by Bruno Matos Nascimento (brunomatos@uefs.br) on 2019-06-13T23:01:59Z No. of bitstreams: 1 Andreia Borges Andrade.pdf: 1273935 bytes, checksum: c573c2bb761b5a7e4c945ab92c8d8586 (MD5)Made available in DSpace on 2019-06-13T23:01:59Z (GMT). No. of bitstreams: 1 Andreia Borges Andrade.pdf: 1273935 bytes, checksum: c573c2bb761b5a7e4c945ab92c8d8586 (MD5) Previous issue date: 2018-09-24application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acad?mico em Educa??oUEFSBrasilDEPARTAMENTO DE EDUCA??OPr?tica docenteAutonomiaRepresenta??es sociaisPedagogia universit?riaTeaching practiceAutonomySocial representationUniversity pedagogyCIENCIAS HUMANAS::EDUCACAORepresenta??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1352177059867160609600600600-7450372820171171698-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALAndreia Borges Andrade.pdfAndreia Borges Andrade.pdfapplication/pdf1273935http://tede2.uefs.br:8080/bitstream/tede/784/2/Andreia+Borges+Andrade.pdfc573c2bb761b5a7e4c945ab92c8d8586MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82089http://tede2.uefs.br:8080/bitstream/tede/784/1/license.txt7b5ba3d2445355f386edab96125d42b7MD51tede/7842019-06-13 20:01:59.463oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2019-06-13T23:01:59Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS |
title |
Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS |
spellingShingle |
Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS Andrade, Andr?ia Borges Pr?tica docente Autonomia Representa??es sociais Pedagogia universit?ria Teaching practice Autonomy Social representation University pedagogy CIENCIAS HUMANAS::EDUCACAO |
title_short |
Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS |
title_full |
Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS |
title_fullStr |
Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS |
title_full_unstemmed |
Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS |
title_sort |
Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS |
author |
Andrade, Andr?ia Borges |
author_facet |
Andrade, Andr?ia Borges |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ribeiro, Marinalva Lopes |
dc.contributor.authorID.fl_str_mv |
62312529572 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2869651121900787 |
dc.contributor.author.fl_str_mv |
Andrade, Andr?ia Borges |
contributor_str_mv |
Ribeiro, Marinalva Lopes |
dc.subject.por.fl_str_mv |
Pr?tica docente Autonomia Representa??es sociais Pedagogia universit?ria |
topic |
Pr?tica docente Autonomia Representa??es sociais Pedagogia universit?ria Teaching practice Autonomy Social representation University pedagogy CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching practice Autonomy Social representation University pedagogy |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This paperwork is the result of a study developed in the Postgraduate Program in Education of the Universidade Estadual of Feira de Santana (UEFS), which aims to understand, through the representations of teachers of the Administration Course, as the teaching practice of such subjects contribute to the formation of students' autonomy. In order to reach the planned objective, a research of the qualitative type, based on principles of the Theory of Social Representations - TSR (MOSCOVICI, 1978, 2005; JODELET, 2001; ALVES-MAZOTTI, 1994) was carried out. The research instrument used was the semi-structured interview (MINAYO, 2010), applied with 06 teachers of this course. The data obtained were analyzed from the theoretical conceptions of Morin (2000, 2002), Freire (2016a, 2016b, 2016c), Zabala (1998, 2002, 2010), among other scholars. For the analysis of the produced data, we used some qualitative assumptions of the Content Analysis (BARDIN, 2011). At the data processing stage, three categories were identified: the meanings of autonomy; the teaching practice and its epistemological assumptions; the profile of the student has as subcategory: the student of a night course. Among the main conclusions of this study, we emphasize: the majority of the teachers considered their difficult to modify the representations of the students and to make them recognize that they can be autonomous subjects and authors of their lives; other professors declare that autonomy corresponds to the subject being aware of himself/ herself and his/ her role in the relations that establish, as well as the capacity that the subject has to act with responsibility, consciousness, ethics and criticality; With regard to the strategies developed by the teachers of the Administration Course, some have advanced, using dramatic activities, field visits, reading and summary of texts, work in groups, case studies, which favor the formation of student autonomy. Still others remain in the well-known expositive and boring classes that do not contribute to the development of the autonomy of the trainees. It is good to say, in this respect, that the implementation of differentiated strategies will only be significant for the students' learning and to contribute to the autonomy of these subjects, when the teacher is aware of the epistemological basis that sustains his practice. In order for the Administration Course to actually contribute to students' autonomy formation, it would be necessary to implement collective actions, in which teachers and students r plan strategies that promote this purpose. Another aspect that this study evidenced is the need of implementing institutional policies for pedagogical training for bachelors. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-09-24 |
dc.date.accessioned.fl_str_mv |
2019-06-13T23:01:59Z |
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 |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ANDRADE, Andr?ia Borges. Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS. 2018. 107 f. Disserta??o (Mestrado Acad?mico em Educa??o)- Universidade Estadual de Feira de Santana, Feira de Santana, 2018. |
dc.identifier.uri.fl_str_mv |
http://tede2.uefs.br:8080/handle/tede/784 |
identifier_str_mv |
ANDRADE, Andr?ia Borges. Representa??es sociais de autonomia e suas implica??es na pr?tica docente de professores de Administra??o da UEFS. 2018. 107 f. Disserta??o (Mestrado Acad?mico em Educa??o)- Universidade Estadual de Feira de Santana, Feira de Santana, 2018. |
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http://tede2.uefs.br:8080/handle/tede/784 |
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por |
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por |
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openAccess |
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