Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamental
Ano de defesa: | 2009 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Programa de Pós-graduação em Letras
letras |
Programa de Pós-Graduação: |
Não Informado pela instituição
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Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Link de acesso: | https://app.uff.br/riuff/handle/1/18353 |
Resumo: | The present thesis investigates two levels of knowledge representation by teachers of elementary education: the level of consciously professed beliefs and that of the values underlying less monitored discourses, comparing and contrasting these levels with that of the actual teaching practices. Situated within the spectrum of the studies on teacher cognition, its goal is to achieve a better understanding of the ways teachers conceptualize knowledge and to contribute with inferences to the elaboration and implementation of teacher education programs. Three theoretical axes frame the research: the conceptions of knowledge in philosophy, their reflections upon the pedagogical proposals throughout the history of education in Brazil and the theory of conceptual metaphor as a tool to understand the representations of knowledge that belong to the cognitive repertoire of teachers. The research, keeping the characteristics of an interpretative investigation, used questionnaires with closed and open questions, as well as the observation and recording of actual classes in audio and video as tools for the elicitation of data. The access to the professed beliefs and the values underlying discourses was done by the identification and discussion of the conceptual metaphors of knowledge suggested by the data, while the classroom practices were interpreted according to the communicative models verified in the pedagogical actions. Three metaphors of knowledge seem to struggle in contemporary discourses by teachers of elementary education: knowledge as transmission, as construction and as the intertwining of nets. It was found that the participants tended to elaborate eclectic personal theories about the issue, and that the influence of such beliefs over the pedagogical practices is an indirect one. Thus, it was concluded that the elaboration of programs for initial or in-service teacher education should take into consideration the previous knowledge of teachers and future teachers, avoid the imposition of a sole epistemological perspective and focus mainly on classroom practices and on reflecting upon them, as a way of facilitating the transition from a teaching process based mainly upon the transmission metaphor to practices more centered on the student and his/her autonomy as a social being. |
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Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamentalLetrasEstudos da linguagemEnsino de primeiro grauProfessorPrática pedagógicaFormação de ProfessoresConhecimentoLinguagemMetáforaMetáfora ConceptualEducaçãoEnsinoCrençasBrasilKnowledgeBeliefsTeachingLanguageConceptual metaphorCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASThe present thesis investigates two levels of knowledge representation by teachers of elementary education: the level of consciously professed beliefs and that of the values underlying less monitored discourses, comparing and contrasting these levels with that of the actual teaching practices. Situated within the spectrum of the studies on teacher cognition, its goal is to achieve a better understanding of the ways teachers conceptualize knowledge and to contribute with inferences to the elaboration and implementation of teacher education programs. Three theoretical axes frame the research: the conceptions of knowledge in philosophy, their reflections upon the pedagogical proposals throughout the history of education in Brazil and the theory of conceptual metaphor as a tool to understand the representations of knowledge that belong to the cognitive repertoire of teachers. The research, keeping the characteristics of an interpretative investigation, used questionnaires with closed and open questions, as well as the observation and recording of actual classes in audio and video as tools for the elicitation of data. The access to the professed beliefs and the values underlying discourses was done by the identification and discussion of the conceptual metaphors of knowledge suggested by the data, while the classroom practices were interpreted according to the communicative models verified in the pedagogical actions. Three metaphors of knowledge seem to struggle in contemporary discourses by teachers of elementary education: knowledge as transmission, as construction and as the intertwining of nets. It was found that the participants tended to elaborate eclectic personal theories about the issue, and that the influence of such beliefs over the pedagogical practices is an indirect one. Thus, it was concluded that the elaboration of programs for initial or in-service teacher education should take into consideration the previous knowledge of teachers and future teachers, avoid the imposition of a sole epistemological perspective and focus mainly on classroom practices and on reflecting upon them, as a way of facilitating the transition from a teaching process based mainly upon the transmission metaphor to practices more centered on the student and his/her autonomy as a social being.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorA presente tese investiga dois níveis de representação do conhecimento por professores da educação básica: o das crenças professadas conscientemente e o dos valores subjacentes a discursos menos monitorados, confrontando-os com o nível das práticas concretas de ensino. Situando-se no espectro dos estudos sobre cognição de professores, sua finalidade é compreender melhor a conceptualização do conhecimento pelos docentes e contribuir com subsídios para a elaboração e implementação de programas de formação de professores. Três eixos teóricos norteiam o trabalho: as concepções de conhecimento na filosofia, seus reflexos nas propostas pedagógicas ao longo da história da educação no Brasil e a teoria da metáfora conceptual, como forma de compreender as representações de conhecimento que fazem parte do repertório cognitivo dos professores. A pesquisa, de cunho interpretativista, valeu-se de questionários com questões fechadas e abertas, bem como de observação e gravação de aulas em áudio e em vídeo, para elicitação dos dados. O acesso às crenças professadas e valores subjacentes aos discursos foi feito pela identificação e discussão das metáforas conceptuais sobre conhecimento sugeridas pelos dados, enquanto as práticas de sala de aula foram interpretadas à luz dos modelos comunicativos verificados nas ações pedagógicas. Três metáforas sobre conhecimento parecem disputar espaço nos discursos contemporâneos de professores da educação básica: o conhecimento como transmissão, como construção e como tessitura de redes. Verificou-se, nos participantes, uma tendência à formação de teorias pessoais ecléticas sobre o tema, tendo essas crenças uma influência indireta sobre as práticas docentes. Assim, concluiu-se que os cursos de formação inicial ou continuada de professores devem levar em conta o conhecimento prévio de docentes e licenciandos, evitar a imposição de uma única perspectiva epistemológica e enfocar de forma privilegiada as práticas de sala de aula e a reflexão sobre elas, como forma de facilitar a transição de um ensino baseado principalmente na metáfora da transmissão para práticas mais centradas no aluno e em sua autonomia como ser social.Programa de Pós-graduação em LetrasletrasVereza, Solange CoelhoCPF:56389756422http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781522P3Macedo, Ana Cristina Pelosi Silva deCPF:64090876522http://lattes.cnpq.br/7075430199627895Martins, Helena FrancoCPF:10890533022http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700506A7Pessanha, Márcia Maria de JesusCPF:64123567822http://lattes.cnpq.br/7065016188609573Fernandes, Marcia ParaquettCPF:35968965922http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790614U6Carvalho, Sérgio Nascimento deCPF:10230907422http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777648J4Almeida, Ricardo Luiz Teixeira de2021-03-10T20:44:20Z2009-05-222021-03-10T20:44:20Z2009-03-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttps://app.uff.br/riuff/handle/1/18353porCC-BY-SAinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal Fluminense (RIUFF)instname:Universidade Federal Fluminense (UFF)instacron:UFF2021-03-10T20:44:20Zoai:app.uff.br:1/18353Repositório InstitucionalPUBhttps://app.uff.br/oai/requestriuff@id.uff.bropendoar:21202021-03-10T20:44:20Repositório Institucional da Universidade Federal Fluminense (RIUFF) - Universidade Federal Fluminense (UFF)false |
dc.title.none.fl_str_mv |
Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamental |
title |
Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamental |
spellingShingle |
Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamental Almeida, Ricardo Luiz Teixeira de Letras Estudos da linguagem Ensino de primeiro grau Professor Prática pedagógica Formação de Professores Conhecimento Linguagem Metáfora Metáfora Conceptual Educação Ensino Crenças Brasil Knowledge Beliefs Teaching Language Conceptual metaphor CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamental |
title_full |
Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamental |
title_fullStr |
Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamental |
title_full_unstemmed |
Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamental |
title_sort |
Metáfora conceptual e conhecimento nos discursos e práticas de professores do ensino fundamental |
author |
Almeida, Ricardo Luiz Teixeira de |
author_facet |
Almeida, Ricardo Luiz Teixeira de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Vereza, Solange Coelho CPF:56389756422 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781522P3 Macedo, Ana Cristina Pelosi Silva de CPF:64090876522 http://lattes.cnpq.br/7075430199627895 Martins, Helena Franco CPF:10890533022 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700506A7 Pessanha, Márcia Maria de Jesus CPF:64123567822 http://lattes.cnpq.br/7065016188609573 Fernandes, Marcia Paraquett CPF:35968965922 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790614U6 Carvalho, Sérgio Nascimento de CPF:10230907422 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777648J4 |
dc.contributor.author.fl_str_mv |
Almeida, Ricardo Luiz Teixeira de |
dc.subject.por.fl_str_mv |
Letras Estudos da linguagem Ensino de primeiro grau Professor Prática pedagógica Formação de Professores Conhecimento Linguagem Metáfora Metáfora Conceptual Educação Ensino Crenças Brasil Knowledge Beliefs Teaching Language Conceptual metaphor CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
topic |
Letras Estudos da linguagem Ensino de primeiro grau Professor Prática pedagógica Formação de Professores Conhecimento Linguagem Metáfora Metáfora Conceptual Educação Ensino Crenças Brasil Knowledge Beliefs Teaching Language Conceptual metaphor CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The present thesis investigates two levels of knowledge representation by teachers of elementary education: the level of consciously professed beliefs and that of the values underlying less monitored discourses, comparing and contrasting these levels with that of the actual teaching practices. Situated within the spectrum of the studies on teacher cognition, its goal is to achieve a better understanding of the ways teachers conceptualize knowledge and to contribute with inferences to the elaboration and implementation of teacher education programs. Three theoretical axes frame the research: the conceptions of knowledge in philosophy, their reflections upon the pedagogical proposals throughout the history of education in Brazil and the theory of conceptual metaphor as a tool to understand the representations of knowledge that belong to the cognitive repertoire of teachers. The research, keeping the characteristics of an interpretative investigation, used questionnaires with closed and open questions, as well as the observation and recording of actual classes in audio and video as tools for the elicitation of data. The access to the professed beliefs and the values underlying discourses was done by the identification and discussion of the conceptual metaphors of knowledge suggested by the data, while the classroom practices were interpreted according to the communicative models verified in the pedagogical actions. Three metaphors of knowledge seem to struggle in contemporary discourses by teachers of elementary education: knowledge as transmission, as construction and as the intertwining of nets. It was found that the participants tended to elaborate eclectic personal theories about the issue, and that the influence of such beliefs over the pedagogical practices is an indirect one. Thus, it was concluded that the elaboration of programs for initial or in-service teacher education should take into consideration the previous knowledge of teachers and future teachers, avoid the imposition of a sole epistemological perspective and focus mainly on classroom practices and on reflecting upon them, as a way of facilitating the transition from a teaching process based mainly upon the transmission metaphor to practices more centered on the student and his/her autonomy as a social being. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-05-22 2009-03-12 2021-03-10T20:44:20Z 2021-03-10T20:44:20Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://app.uff.br/riuff/handle/1/18353 |
url |
https://app.uff.br/riuff/handle/1/18353 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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CC-BY-SA info:eu-repo/semantics/openAccess |
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CC-BY-SA |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-graduação em Letras letras |
publisher.none.fl_str_mv |
Programa de Pós-graduação em Letras letras |
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reponame:Repositório Institucional da Universidade Federal Fluminense (RIUFF) instname:Universidade Federal Fluminense (UFF) instacron:UFF |
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Universidade Federal Fluminense (UFF) |
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UFF |
institution |
UFF |
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Repositório Institucional da Universidade Federal Fluminense (RIUFF) |
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Repositório Institucional da Universidade Federal Fluminense (RIUFF) |
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Repositório Institucional da Universidade Federal Fluminense (RIUFF) - Universidade Federal Fluminense (UFF) |
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riuff@id.uff.br |
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