A espiral da aprendizagem docente : processos formativos de egressos do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia

• Ano de defesa: 2016
• Autor(a) principal: Marquezan, Fernanda Figueira
• Orientador(a): Morosini, Mar?lia Costa
• 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??o
• País: Brasil
• Palavras-chave em Português: PROFESSORES - FORMA??O PROFISSIONAL; POL?TICAS P?BLICAS; EDUCA??O
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/6657

This doctoral dissertation in Education is part of the research line "Training, Policies and Practices in Education", of the PPGEdu/PUCRS and it is part of a set of work and research carried out at the Center for Studies in Higher Education (CSHE). The general purpose in this research was to analyze the impact of formative processes experienced by IT Scholarship Holders, former students of PIBID Education in teaching activity. The specific aims were: - to identify the educational processes of former students together to the Institutional Program of Introduction to Teaching - PIBID/UNIFRA; - to recognize how the former students of the program understand the relationships between academic knowledge, school knowledge and experiential knowledge in the context of practices of teaching initiation to the Sub-project of Education; - to show how the relationship between university and school contributes to the quality of training of former scholarship holders; - To assess how former scholarship holders realize their employability and; - to point some indicators for the quality of the Sub-project of the Area of Education. The methodology used was based on the interpretative paradigm under a qualitative approach, a case study type - Sub-project of the Area of Education, of a philanthropic and community HEI. The target subjects of the research were six (06) former scholarship holders of the Sub-project. The research instruments were narrative interviews and official documents (legislation, PPC of the Education Major, Institutional PIBID UNIFRA Project, Sub-project of Education). The Theoretical Framework involved in this work, was based mainly on authors such as: Bolzan (2006, 2009), Bolzan; Isaia (2006, 2010), Garc?a (1992, 1999, 2009), Morosini (2001, 2005, 2010, 2014, 2015), Tardif (2000, 2002), ZEICHNER (1992, 1998, 2002, 2010, 2015). The data analysis was based on the Discoursive Textual Analysis (DTA), the following categories of analysis were identified: Reflective Practice as Structuring Element of Teaching Activity, Multiplicity of Knowledge Needed to Teaching, Theory and Practice Interlocution, and Being a teacher: Identitarian Process and Professional Development of Teachers. The data analysis relied on the interrelationship of Regulatory Frameworks, Theoretical Framework and Discursive Framework. Based on the analysis which was carried out, it is possible to affirm that it constitutes an understanding of teaching activity of former students of PIBID Education systematized by the Spiral of the Teaching Activity. The Spiral of the Teaching Activity is characterized therefore by the movement produced by the process of learning how to be a teacher, which is being built and made up over training and educational performance. Thus, we arrive at that understanding, to the extent that the experiences lived by the former students in initiation practices to the teaching of the Sub-project Education, were reconstructed and a new meaning was offered, through concrete actions of learning situations regarding the school reality, the undergraduate students constructed and reconstructed the process of becoming a teacher.