Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/19514 |
Resumo: | With this research we intent to understand how teachers organize and develop their work, under the conditions found in real contexts, to effect the learning of students in a school of the State Public School Network of RS. For this purpose, we set to answer the following research problem: “How do four high school teachers describe the relationships between their work and the students learning”? Therefore, we unfold the problem into four questions: (1) How does the teacher organize the time, resources and pedagogical spaces to promote student learning? (2) What elements interfere with the organization and development of teaching work? (3) What challenges do high school teachers face in developing their work? (4) What are the learnings defined by teachers for their students? Interviews were conducted with four high school regent teachers and observations were made of their classes. From the analysis, we can affirm the following results: the teaching work was impacted by the precarious working conditions available in the researched school context and is characterized by personal investments that overload the teacher; The available time for planning is being insufficient, given the significant set of actions and activities inherent to this task. Some aspects help to explain this situation: the diversity of students, the diversity of classes attended by each teacher, the need to attend more than one subject, the presence of students with learning difficulties, relationships, among others; The teachers' planning has been carried out, fundamentally, in their homes, without precise time limits, due essentially to two factors: : the unavailability of significant time within the school and within its contract workload to accomplish this task and the lack of adequate spaces in the school. Because it involves a significant set of actions that require mental and intellectual work, it is difficult to measure precisely how much time is spent planning. As a result, some of these actions do not appear to be recorded, considered or accounted for as work, so the label “planning hours” ends up hiding the variety of actions and the complexity of the teaching work. Added to this is the fact that the researched basic education school is prepared only for the development of the didactic work with students, but it is not prepared for the teacher perform all the components of the teaching work, among them the planning;. exchanges of experience between fellow teachers take place in an improvised way before classes start, between breaks and “free” periods when teachers eventually meet one or another colleague in the classroom. These moments are not formally counted as working hours and also become hidden. These results indicate that the teaching work in the elementary school has been going through impasses, since structural questions of the school in the guarantee of conditions for they can plan, organize and develop classes that mobilize the students for the learning and their general education, even aspects related to the nature of teaching work (interactive, immaterial, intellectual work) that seem to be disregarded by the system. |
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2020-02-07T13:57:25Z2020-02-07T13:57:25Z2019-08-23http://repositorio.ufsm.br/handle/1/19514With this research we intent to understand how teachers organize and develop their work, under the conditions found in real contexts, to effect the learning of students in a school of the State Public School Network of RS. For this purpose, we set to answer the following research problem: “How do four high school teachers describe the relationships between their work and the students learning”? Therefore, we unfold the problem into four questions: (1) How does the teacher organize the time, resources and pedagogical spaces to promote student learning? (2) What elements interfere with the organization and development of teaching work? (3) What challenges do high school teachers face in developing their work? (4) What are the learnings defined by teachers for their students? Interviews were conducted with four high school regent teachers and observations were made of their classes. From the analysis, we can affirm the following results: the teaching work was impacted by the precarious working conditions available in the researched school context and is characterized by personal investments that overload the teacher; The available time for planning is being insufficient, given the significant set of actions and activities inherent to this task. Some aspects help to explain this situation: the diversity of students, the diversity of classes attended by each teacher, the need to attend more than one subject, the presence of students with learning difficulties, relationships, among others; The teachers' planning has been carried out, fundamentally, in their homes, without precise time limits, due essentially to two factors: : the unavailability of significant time within the school and within its contract workload to accomplish this task and the lack of adequate spaces in the school. Because it involves a significant set of actions that require mental and intellectual work, it is difficult to measure precisely how much time is spent planning. As a result, some of these actions do not appear to be recorded, considered or accounted for as work, so the label “planning hours” ends up hiding the variety of actions and the complexity of the teaching work. Added to this is the fact that the researched basic education school is prepared only for the development of the didactic work with students, but it is not prepared for the teacher perform all the components of the teaching work, among them the planning;. exchanges of experience between fellow teachers take place in an improvised way before classes start, between breaks and “free” periods when teachers eventually meet one or another colleague in the classroom. These moments are not formally counted as working hours and also become hidden. These results indicate that the teaching work in the elementary school has been going through impasses, since structural questions of the school in the guarantee of conditions for they can plan, organize and develop classes that mobilize the students for the learning and their general education, even aspects related to the nature of teaching work (interactive, immaterial, intellectual work) that seem to be disregarded by the system.Buscamos com esta pesquisa compreender como professores organizam e desenvolvem seu trabalho, diante das condições encontradas nos contextos reais, para efetivar a aprendizagem dos alunos em uma escola da Rede Escolar Pública Estadual do RS. Para tanto, nos propusemos a responder ao seguinte problema de pesquisa: “Como quatro professoras do Ensino Médio descrevem as relações entre o seu trabalho e a aprendizagem dos alunos”? Para isso, desdobramos o problema em quatro questões: (1) Como o professor organiza o tempo, os recursos e os espaços pedagógicos para promover a aprendizagem dos alunos? (2) Que elementos interferem na organização e no desenvolvimento do trabalho docente? (3) Que desafios são enfrentados por professores do ensino médio no desenvolvimento de seu trabalho? (4) Quais são as aprendizagens definidas pelos professores para seus alunos? Foram realizadas entrevistas com quatro professoras regentes do ensino médio e foram realizadas observações de suas aulas. Pelas análises, podemos afirmar os seguintes resultados: o trabalho docente foi impactado pelas condições precárias de trabalho disponibilizadas no contexto escolar pesquisado e se caracteriza por investimentos pessoais que sobrecarregam o professor; o tempo disponibilizado para o planejamento está sendo insuficiente, diante do conjunto significativo de ações e atividades inerentes a essa tarefa. Alguns aspectos ajudam a explicar tal situação: a diversidade de alunos, a diversidade de turmas atendidas por cada professora, a necessidade de atender mais de uma disciplina, a presença de alunos com dificuldades de aprendizagem, relacionamentos, dentre outros; os planejamentos das professoras vem sendo realizado, fundamentalmente, nas suas residências, sem limites de tempo precisos, devido, essencialmente, a dois fatores: a indisponibilidade de tempo significativo dentro da escola e dentro da sua carga horária de contrato para realização dessa tarefa e a inexistência de espaços adequados para tanto dentro da escola. Por envolver um conjunto significativo de ações, que demandam um trabalho mental e intelectual, é difícil mensurar precisamente quanto tempo é gasto para planejamento. Como consequência, parte dessas ações não parece ser registrada, nem considerada, nem contabilizada como trabalho, de modo que o rótulo “horas de planejamento” acaba ocultando a variedade de ações e a complexidade própria do trabalho docente. Soma-se a isso o fato de que a escola de educação básica pesquisada está preparada apenas para o desenvolvimento do trabalho didático com alunos, mas não está preparada para que o professor possa realizar todas as componentes do trabalho docente, dentre elas o planejamento; a realização de trocas de experiência entre colegas professores ocorre de modo improvisado, antes do início das aulas, nos intervalos entre turnos e nos períodos “livres” em que os professores eventualmente encontram um ou outro colega na sala de professores. Esses momentos não são contabilizados formalmente como horas de trabalho e também acabam ocultos. Esses resultados sinalizam que o trabalho docente na escola de educação básica vem passando por impasses, desde questões estruturais da escola na garantia de condições para que possam planejar, organizar e desenvolver aulas que mobilizem os estudantes para as aprendizagens e sua formação geral, até aspectos relacionados à natureza do trabalho docente (trabalho interativo, imaterial, intelectual) que parecem ser desconsideradas pelo sistema.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessTrabalho docenteEnsino médioAprendizagemLearningHigh schoolTeaching workCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RSTeaching work and learning in high school in a public school inside RSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisZambon, Luciana Bagolinhttp://lattes.cnpq.br/1807818404985777Alves, Wanderson Ferreirahttp://lattes.cnpq.br/3095329344468703Tomazetti, Elisete Medianeirahttp://lattes.cnpq.br/3942924352722374http://lattes.cnpq.br/5208956356980563Bueno, Lucimara De Castro70080000000660044c26536-0cf0-4167-8187-eb8677438b42d210d889-7016-43c5-ae3d-7c23bf2a9d4ba012e7f5-d4ad-48bc-ab8a-eeffef52582784ae3e4d-2d0f-470a-93fc-f88bc5918420reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPPGE_2019_BUENO_LUCIMARA.pdfDIS_PPGPPGE_2019_BUENO_LUCIMARA.pdfDissertação de Mestradoapplication/pdf1460316http://repositorio.ufsm.br/bitstream/1/19514/1/DIS_PPGPPGE_2019_BUENO_LUCIMARA.pdf47876959d69f3ca38a0d10bf7fb5e939MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS |
dc.title.alternative.eng.fl_str_mv |
Teaching work and learning in high school in a public school inside RS |
title |
Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS |
spellingShingle |
Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS Bueno, Lucimara De Castro Trabalho docente Ensino médio Aprendizagem Learning High school Teaching work CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS |
title_full |
Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS |
title_fullStr |
Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS |
title_full_unstemmed |
Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS |
title_sort |
Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS |
author |
Bueno, Lucimara De Castro |
author_facet |
Bueno, Lucimara De Castro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Zambon, Luciana Bagolin |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1807818404985777 |
dc.contributor.referee1.fl_str_mv |
Alves, Wanderson Ferreira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3095329344468703 |
dc.contributor.referee2.fl_str_mv |
Tomazetti, Elisete Medianeira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3942924352722374 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5208956356980563 |
dc.contributor.author.fl_str_mv |
Bueno, Lucimara De Castro |
contributor_str_mv |
Zambon, Luciana Bagolin Alves, Wanderson Ferreira Tomazetti, Elisete Medianeira |
dc.subject.por.fl_str_mv |
Trabalho docente Ensino médio Aprendizagem |
topic |
Trabalho docente Ensino médio Aprendizagem Learning High school Teaching work CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Learning High school Teaching work |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
With this research we intent to understand how teachers organize and develop their work, under the conditions found in real contexts, to effect the learning of students in a school of the State Public School Network of RS. For this purpose, we set to answer the following research problem: “How do four high school teachers describe the relationships between their work and the students learning”? Therefore, we unfold the problem into four questions: (1) How does the teacher organize the time, resources and pedagogical spaces to promote student learning? (2) What elements interfere with the organization and development of teaching work? (3) What challenges do high school teachers face in developing their work? (4) What are the learnings defined by teachers for their students? Interviews were conducted with four high school regent teachers and observations were made of their classes. From the analysis, we can affirm the following results: the teaching work was impacted by the precarious working conditions available in the researched school context and is characterized by personal investments that overload the teacher; The available time for planning is being insufficient, given the significant set of actions and activities inherent to this task. Some aspects help to explain this situation: the diversity of students, the diversity of classes attended by each teacher, the need to attend more than one subject, the presence of students with learning difficulties, relationships, among others; The teachers' planning has been carried out, fundamentally, in their homes, without precise time limits, due essentially to two factors: : the unavailability of significant time within the school and within its contract workload to accomplish this task and the lack of adequate spaces in the school. Because it involves a significant set of actions that require mental and intellectual work, it is difficult to measure precisely how much time is spent planning. As a result, some of these actions do not appear to be recorded, considered or accounted for as work, so the label “planning hours” ends up hiding the variety of actions and the complexity of the teaching work. Added to this is the fact that the researched basic education school is prepared only for the development of the didactic work with students, but it is not prepared for the teacher perform all the components of the teaching work, among them the planning;. exchanges of experience between fellow teachers take place in an improvised way before classes start, between breaks and “free” periods when teachers eventually meet one or another colleague in the classroom. These moments are not formally counted as working hours and also become hidden. These results indicate that the teaching work in the elementary school has been going through impasses, since structural questions of the school in the guarantee of conditions for they can plan, organize and develop classes that mobilize the students for the learning and their general education, even aspects related to the nature of teaching work (interactive, immaterial, intellectual work) that seem to be disregarded by the system. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-23 |
dc.date.accessioned.fl_str_mv |
2020-02-07T13:57:25Z |
dc.date.available.fl_str_mv |
2020-02-07T13:57:25Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/19514 |
url |
http://repositorio.ufsm.br/handle/1/19514 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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UFSM |
institution |
UFSM |
reponame_str |
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collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1793240132682252288 |