As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Centro de Educação, Comunicação e Artes
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unioeste.br/handle/tede/3646 |
Resumo: | This work deals with the theme of teacher education and its main objective is to understand if the didactic-pedagogical and cognitive cultural knowledge are articulated in the undergraduate courses of the State University of the West of Paraná - UNIOESTE, Campus of Cascavel, Paraná, Brazil. In order to do so, we consider the studies of Gatti (2010) and Saviani (2009) that deal with historical and theoretical aspects of teacher education and point to the issue that at various moments in the history of Brazil, teacher education were worked in a disjointed way, sometimes overlapping each other. Knowing this, we started from the hypothesis that this historical fragmentation of knowledge or even the preconception of a certain area of knowledge that permeated the process of teacher formation in the twentieth century could still present a problem in the courses of teacher training for basic education. Methodologically, this work was carried out through field research, using as a technique the use of questionnaires that were applied to forty undergraduates (2011 to 2015) of the Mathematics, Literature and Language, Biological Sciences, Pedagogy and Nursing courses from UNIOESTE, Cascavel-PR, who have already exercised or who still practice teaching in basic education in the public or private teaching network. As a data analysis technique, we used the french line Discourse Analysis theory structured by Michel Pêcheux (1988). From the collection and organization of data, we analyze the effects of meanings present in the discourses of the research subjects, basing them theoretically. From the collection and organization of data, we analyze the effects of meanings present in the discourses of the subjects, substantiating them theoretically. We believe that rethinking the organization of licentiate courses at the study lócus is a necessity, as well as knowing the way in which pedagogical training has been approached in these courses and evaluating what has resulted from a training focused on determined area. We hope that actions aimed at a more articulated formation, based on the multiplicity of teaching knowledge is the focus of teacher training and that concepts and curricular structures can be overcome. |
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Bastos, Carmen Célia Barradas Correiahttp://lattes.cnpq.br/1723065289200115Manchope, Elenita Conegero Pastorhttp://lattes.cnpq.br/1378975153597545Versa, Cezar Robertohttp://lattes.cnpq.br/8686399674234591Martelli, Andréa Cristinahttp://lattes.cnpq.br/2710039502114100http://lattes.cnpq.br/1391005342061678Ancioto , Aline de Paiva Morales2018-05-14T13:14:20Z2017-12-15ANCIOTO, Aline de Paiva Morales. As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr. 2017. 135 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017.http://tede.unioeste.br/handle/tede/3646This work deals with the theme of teacher education and its main objective is to understand if the didactic-pedagogical and cognitive cultural knowledge are articulated in the undergraduate courses of the State University of the West of Paraná - UNIOESTE, Campus of Cascavel, Paraná, Brazil. In order to do so, we consider the studies of Gatti (2010) and Saviani (2009) that deal with historical and theoretical aspects of teacher education and point to the issue that at various moments in the history of Brazil, teacher education were worked in a disjointed way, sometimes overlapping each other. Knowing this, we started from the hypothesis that this historical fragmentation of knowledge or even the preconception of a certain area of knowledge that permeated the process of teacher formation in the twentieth century could still present a problem in the courses of teacher training for basic education. Methodologically, this work was carried out through field research, using as a technique the use of questionnaires that were applied to forty undergraduates (2011 to 2015) of the Mathematics, Literature and Language, Biological Sciences, Pedagogy and Nursing courses from UNIOESTE, Cascavel-PR, who have already exercised or who still practice teaching in basic education in the public or private teaching network. As a data analysis technique, we used the french line Discourse Analysis theory structured by Michel Pêcheux (1988). From the collection and organization of data, we analyze the effects of meanings present in the discourses of the research subjects, basing them theoretically. From the collection and organization of data, we analyze the effects of meanings present in the discourses of the subjects, substantiating them theoretically. We believe that rethinking the organization of licentiate courses at the study lócus is a necessity, as well as knowing the way in which pedagogical training has been approached in these courses and evaluating what has resulted from a training focused on determined area. We hope that actions aimed at a more articulated formation, based on the multiplicity of teaching knowledge is the focus of teacher training and that concepts and curricular structures can be overcome.Este trabalho aborda a temática formação de professores e tem como objetivo principal compreender se os saberes didático-pedagógicos e os culturais cognitivos são abordados de forma articulada nos cursos de licenciaturas da Universidade Estadual do Oeste do Paraná – UNIOESTE, campus de Cascavel-PR. Para tanto, consideramos os estudos de Gatti (2010) e Saviani (2009) que tratam de aspectos históricos e teóricos da formação de professores e que apontam para a problemática de que em vários momentos da história da formação de professores no Brasil, os saberes docentes foram trabalhados de forma desarticulada, por vezes sobrepostos uns aos outros. Sabendo disso, partimos da hipótese de que essa histórica fragmentação dos saberes ou mesmo a preconização de determinada área do saber que permeou o processo de formação docente no século XX poderia, ainda hoje, representar um problema nos cursos de formação de professores para a educação básica. Metodologicamente, este trabalho foi realizado por meio de pesquisa de campo, tendo como técnica o uso de questionários que foram aplicados a quarenta egressos (2011 até 2015) dos cursos de matemática, letras, ciências biológicas, pedagogia e enfermagem da Unioeste de Cascavel-PR que já exerceram ou que ainda exercem o magistério na educação básica na rede pública ou particular de ensino. Como técnica de análise dos dados, utilizamos a teoria da Análise de Discurso de linha francesa estruturada por Michel Pêcheux (1988). A partir da coleta e organização dos dados, analisamos os efeitos de sentidos presentes nos discursos dos sujeitos da pesquisa, fundamentando-os teoricamente. Acreditamos que repensar a organização dos cursos de licenciaturas do lócus de estudo é uma necessidade, assim como, conhecer a maneira como a formação pedagógica vem sendo abordada nesses cursos e avaliar o que tem resultado de uma formação com foco na área disciplinar. Esperamos que ações voltadas para uma formação mais articulada, baseada na multiplicidade de saberes docentes seja o foco das licenciaturas e que conceitos e estruturas curriculares seculares sejam superados.Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-14T13:14:20Z No. of bitstreams: 2 ALINE P. MORALES ANCIOTO.pdf: 2315439 bytes, checksum: df089b25899c59a959628bf7c1098d9a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-05-14T13:14:20Z (GMT). No. of bitstreams: 2 ALINE P. 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dc.title.por.fl_str_mv |
As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr |
dc.title.alternative.eng.fl_str_mv |
The didactic-pedagogical bases in the contexto of formation of teacher training courses from Unioeste, campus of Cascavel – Pr |
title |
As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr |
spellingShingle |
As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr Ancioto , Aline de Paiva Morales Licenciatura Formação de professores Didático-pedagógica Prática docente Discurso Teacher training Teacher education Didactic-pedagogical Teaching practice Discourse CIENCIAS HUMANAS::EDUCACAO |
title_short |
As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr |
title_full |
As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr |
title_fullStr |
As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr |
title_full_unstemmed |
As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr |
title_sort |
As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr |
author |
Ancioto , Aline de Paiva Morales |
author_facet |
Ancioto , Aline de Paiva Morales |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bastos, Carmen Célia Barradas Correia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1723065289200115 |
dc.contributor.referee1.fl_str_mv |
Manchope, Elenita Conegero Pastor |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1378975153597545 |
dc.contributor.referee2.fl_str_mv |
Versa, Cezar Roberto |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8686399674234591 |
dc.contributor.referee3.fl_str_mv |
Martelli, Andréa Cristina |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2710039502114100 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1391005342061678 |
dc.contributor.author.fl_str_mv |
Ancioto , Aline de Paiva Morales |
contributor_str_mv |
Bastos, Carmen Célia Barradas Correia Manchope, Elenita Conegero Pastor Versa, Cezar Roberto Martelli, Andréa Cristina |
dc.subject.por.fl_str_mv |
Licenciatura Formação de professores Didático-pedagógica Prática docente Discurso |
topic |
Licenciatura Formação de professores Didático-pedagógica Prática docente Discurso Teacher training Teacher education Didactic-pedagogical Teaching practice Discourse CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher training Teacher education Didactic-pedagogical Teaching practice Discourse |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This work deals with the theme of teacher education and its main objective is to understand if the didactic-pedagogical and cognitive cultural knowledge are articulated in the undergraduate courses of the State University of the West of Paraná - UNIOESTE, Campus of Cascavel, Paraná, Brazil. In order to do so, we consider the studies of Gatti (2010) and Saviani (2009) that deal with historical and theoretical aspects of teacher education and point to the issue that at various moments in the history of Brazil, teacher education were worked in a disjointed way, sometimes overlapping each other. Knowing this, we started from the hypothesis that this historical fragmentation of knowledge or even the preconception of a certain area of knowledge that permeated the process of teacher formation in the twentieth century could still present a problem in the courses of teacher training for basic education. Methodologically, this work was carried out through field research, using as a technique the use of questionnaires that were applied to forty undergraduates (2011 to 2015) of the Mathematics, Literature and Language, Biological Sciences, Pedagogy and Nursing courses from UNIOESTE, Cascavel-PR, who have already exercised or who still practice teaching in basic education in the public or private teaching network. As a data analysis technique, we used the french line Discourse Analysis theory structured by Michel Pêcheux (1988). From the collection and organization of data, we analyze the effects of meanings present in the discourses of the research subjects, basing them theoretically. From the collection and organization of data, we analyze the effects of meanings present in the discourses of the subjects, substantiating them theoretically. We believe that rethinking the organization of licentiate courses at the study lócus is a necessity, as well as knowing the way in which pedagogical training has been approached in these courses and evaluating what has resulted from a training focused on determined area. We hope that actions aimed at a more articulated formation, based on the multiplicity of teaching knowledge is the focus of teacher training and that concepts and curricular structures can be overcome. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-12-15 |
dc.date.accessioned.fl_str_mv |
2018-05-14T13:14:20Z |
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.citation.fl_str_mv |
ANCIOTO, Aline de Paiva Morales. As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr. 2017. 135 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3646 |
identifier_str_mv |
ANCIOTO, Aline de Paiva Morales. As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr. 2017. 135 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017. |
url |
http://tede.unioeste.br/handle/tede/3646 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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600 600 600 |
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6678066452762177366 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
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1794618477989855232 |