Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica
Ano de defesa: | 2021 |
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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 São Carlos
Câmpus Sorocaba |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGEd-So
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/15591 |
Resumo: | The general objective of this work is to unveil knowledge of teaching in Higher Education, from the mapping of academic productions that dialogue with (auto)biographical narratives. For the composition of the corpus of analysis of this work, we used, as a database, the Revista Brasileira de Pesquisa (Auto)Biográfica (RBPAB). The time frame adopted considers the period from 2016 to 2021, marked by the beginning of the publication of the Brazilian Journal of (Auto)Biographic Research, culminating in the year this research was carried out until the month of November, considering the last published volume (v18). The theoretical framework adopted considers the academic production of different authors who focus their research on teaching knowledge in Higher Education, the construction of identity and teaching professionalism, research through (auto)biographical narratives in Education, among others. For the construction and development of this study, the quantitative-qualitative methodology was chosen, considering the realization of a Systematic Mapping of the academic production inherent to the aforementioned period, as well as the contributions of Falbo, Souza and Felizardo (2017) and Vosgerau and Romanowski (2014), composition of the analysis corpus and production of results. Twenty-six articles published by RBPAB were analyzed. The mapping of academic productions was made from the reading and recording of these works, among which four thematic axes emerged, organized in order to unveil the teaching knowledge in Higher Education, which used (auto)biographical narratives. The academic productions analyzed show that the teachers' memories of their trajectories influenced the generation of important knowledge for their professional training, as the images they had about what it was to be a teacher were related to representations that were being (de)constructed and (re)constructed from self-writing, from reflections on their formative processes, as well as from their professional trajectories and life stories. The narratives about life histories considered as a training device brought us a perspective of the teaching profession as practiced by a human being who needs to be considered as beyond a technically constituted professional, that is, as a person who is, in its entirety. Through this device, the (trans)formation of themselves and their teaching practices occur progressively, while they build and expand their knowledge through their (auto)biographies, as these provide them with opportunities for self-knowledge, self-training and a new way of seeing and living teaching in Higher Education. |
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Gomes, José Oreste CirtoNakayama, Barbara Cristina Moreira Sicardihttp://lattes.cnpq.br/9746628149674449Lima, Niedja Maria Ferreira dehttp://lattes.cnpq.br/1022078411182508http://lattes.cnpq.br/21681881146063672022-02-11T19:42:31Z2022-02-11T19:42:31Z2021-12-16GOMES, José Oreste Cirto. Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15591.https://repositorio.ufscar.br/handle/ufscar/15591The general objective of this work is to unveil knowledge of teaching in Higher Education, from the mapping of academic productions that dialogue with (auto)biographical narratives. For the composition of the corpus of analysis of this work, we used, as a database, the Revista Brasileira de Pesquisa (Auto)Biográfica (RBPAB). The time frame adopted considers the period from 2016 to 2021, marked by the beginning of the publication of the Brazilian Journal of (Auto)Biographic Research, culminating in the year this research was carried out until the month of November, considering the last published volume (v18). The theoretical framework adopted considers the academic production of different authors who focus their research on teaching knowledge in Higher Education, the construction of identity and teaching professionalism, research through (auto)biographical narratives in Education, among others. For the construction and development of this study, the quantitative-qualitative methodology was chosen, considering the realization of a Systematic Mapping of the academic production inherent to the aforementioned period, as well as the contributions of Falbo, Souza and Felizardo (2017) and Vosgerau and Romanowski (2014), composition of the analysis corpus and production of results. Twenty-six articles published by RBPAB were analyzed. The mapping of academic productions was made from the reading and recording of these works, among which four thematic axes emerged, organized in order to unveil the teaching knowledge in Higher Education, which used (auto)biographical narratives. The academic productions analyzed show that the teachers' memories of their trajectories influenced the generation of important knowledge for their professional training, as the images they had about what it was to be a teacher were related to representations that were being (de)constructed and (re)constructed from self-writing, from reflections on their formative processes, as well as from their professional trajectories and life stories. The narratives about life histories considered as a training device brought us a perspective of the teaching profession as practiced by a human being who needs to be considered as beyond a technically constituted professional, that is, as a person who is, in its entirety. Through this device, the (trans)formation of themselves and their teaching practices occur progressively, while they build and expand their knowledge through their (auto)biographies, as these provide them with opportunities for self-knowledge, self-training and a new way of seeing and living teaching in Higher Education.Este trabalho tem por objetivo geral desvelar saberes da docência no Ensino Superior, a partir do mapeamento de produções acadêmicas que dialogam com as narrativas (auto)biográficas. Para a composição do corpus de análise deste trabalho, utilizamos, como banco de dados, a Revista Brasileira de Pesquisa (Auto)Biográfica (RBPAB). O recorte temporal adotado considera o período de 2016 a 2021, marcado pelo início da publicação da Revista Brasileira de Pesquisa (Auto)Biográfica, culminando com o ano de realização desta pesquisa até o mês de novembro, considerando o último volume publicado (v. 18). O referencial teórico adotado considera a produção acadêmica de distintos autores que focalizam, em suas pesquisas, os saberes docentes no Ensino Superior, a construção da identidade e profissionalidade docentes, a pesquisa por meio de narrativas (auto)biográficas em Educação, entre outros. Para a construção e desenvolvimento deste estudo, optou-se pela metodologia quantitativa-qualitativa, considerando a realização de um Mapeamento Sistemático da produção acadêmica referente ao período supracitado, assim como as contribuições de Falbo, Souza e Felizardo (2017) e Vosgerau e Romanowski (2014), composição do corpus de análise e produção de resultados. Foram analisados 26 artigos publicados pela RBPAB. O mapeamento das produções acadêmicas foi feito a partir da leitura e fichamento desses trabalhos, entre os quais emergiram 4 eixos temáticos organizados de modo a desvelar os saberes docentes no Ensino Superior, os quais se utilizaram das narrativas (auto)biográficas. As produções acadêmicas analisadas apontam que as lembranças dos docentes sobre suas trajetórias influenciaram a geração de saberes importantes para sua formação profissional, pois as imagens que tinham sobre o que era ser professor se relacionavam com representações que foram sendo (des)construídas e (re)construídas a partir da escrita de si, das reflexões sobre seus processos formativos, assim como de suas trajetórias profissionais e histórias de vida. As Narrativas sobre essas histórias, consideradas como dispositivos de formação, nos alertaram sobre a necessidade de se ver o docente para além de um estereótipo tecnicamente constituído e encalacrado em sua profissão, ou seja, nos trouxe uma perspectiva que o mostra como pessoa que é, que está, na sua inteireza. Pode-se dizer que essas Narrativas autobiográficas influenciam diretamente sobre o ser criatura e sobre o ser docente, como forças que impulsionam uma (trans)formação progressiva de si mesmos e de suas práticas laborais, num movimento de retroalimentação constante, ampliando seus saberes, seu autoconhecimento, autoformação e, consequentemente, a forma como se veem e como são vistos na e pela docência no Ensino Superior.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessSaberes docentesEnsino SuperiorNarrativas (auto)biográficasTeaching knowledgeHigher Education(Auto)biographical narrativesCIENCIAS HUMANAS::EDUCACAOCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOCIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO::ORIENTACAO EDUCACIONALSaberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográficaTeaching knowledge in higher education: understanding professional learning based on research (self)biographicalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação José Oreste - Versão Final.pdfDissertação José Oreste - Versão Final.pdfDissertação José Oreste Cirto Gomes - Versão Finalapplication/pdf2026458https://repositorio.ufscar.br/bitstream/ufscar/15591/1/Disserta%c3%a7%c3%a3o%20Jos%c3%a9%20Oreste%20-%20Vers%c3%a3o%20Final.pdf6a97472ce53b3eea8c11890c91ee4b5dMD51Carta-comprovante.pdfCarta-comprovante.pdfCarta Comprovanteapplication/pdf475596https://repositorio.ufscar.br/bitstream/ufscar/15591/3/Carta-comprovante.pdf0eb506791a4dd3895c016db2b54026efMD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/15591/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTDissertação José Oreste - Versão Final.pdf.txtDissertação José Oreste - Versão Final.pdf.txtExtracted texttext/plain235067https://repositorio.ufscar.br/bitstream/ufscar/15591/5/Disserta%c3%a7%c3%a3o%20Jos%c3%a9%20Oreste%20-%20Vers%c3%a3o%20Final.pdf.txt58040cf4e54e9bb0045217d383ae0859MD55Carta-comprovante.pdf.txtCarta-comprovante.pdf.txtExtracted texttext/plain1350https://repositorio.ufscar.br/bitstream/ufscar/15591/7/Carta-comprovante.pdf.txt4c00a462dfab47e8ee0ff6d15e9fca6eMD57THUMBNAILDissertação José Oreste - Versão Final.pdf.jpgDissertação José Oreste - Versão Final.pdf.jpgIM Thumbnailimage/jpeg6010https://repositorio.ufscar.br/bitstream/ufscar/15591/6/Disserta%c3%a7%c3%a3o%20Jos%c3%a9%20Oreste%20-%20Vers%c3%a3o%20Final.pdf.jpg7417565b8f80cd5595cca308c47c7c32MD56Carta-comprovante.pdf.jpgCarta-comprovante.pdf.jpgIM Thumbnailimage/jpeg6308https://repositorio.ufscar.br/bitstream/ufscar/15591/8/Carta-comprovante.pdf.jpgce74fef095de874587f861a51b2e6747MD58ufscar/155912022-02-12 03:38:17.061oai:repositorio.ufscar.br:ufscar/15591Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T13:03:00.787725Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica |
dc.title.alternative.eng.fl_str_mv |
Teaching knowledge in higher education: understanding professional learning based on research (self)biographical |
title |
Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica |
spellingShingle |
Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica Gomes, José Oreste Cirto Saberes docentes Ensino Superior Narrativas (auto)biográficas Teaching knowledge Higher Education (Auto)biographical narratives CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO::ORIENTACAO EDUCACIONAL |
title_short |
Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica |
title_full |
Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica |
title_fullStr |
Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica |
title_full_unstemmed |
Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica |
title_sort |
Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica |
author |
Gomes, José Oreste Cirto |
author_facet |
Gomes, José Oreste Cirto |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/2168188114606367 |
dc.contributor.author.fl_str_mv |
Gomes, José Oreste Cirto |
dc.contributor.advisor1.fl_str_mv |
Nakayama, Barbara Cristina Moreira Sicardi |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9746628149674449 |
dc.contributor.advisor-co1.fl_str_mv |
Lima, Niedja Maria Ferreira de |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/1022078411182508 |
contributor_str_mv |
Nakayama, Barbara Cristina Moreira Sicardi Lima, Niedja Maria Ferreira de |
dc.subject.por.fl_str_mv |
Saberes docentes Ensino Superior Narrativas (auto)biográficas |
topic |
Saberes docentes Ensino Superior Narrativas (auto)biográficas Teaching knowledge Higher Education (Auto)biographical narratives CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO::ORIENTACAO EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Teaching knowledge Higher Education (Auto)biographical narratives |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO::ORIENTACAO EDUCACIONAL |
description |
The general objective of this work is to unveil knowledge of teaching in Higher Education, from the mapping of academic productions that dialogue with (auto)biographical narratives. For the composition of the corpus of analysis of this work, we used, as a database, the Revista Brasileira de Pesquisa (Auto)Biográfica (RBPAB). The time frame adopted considers the period from 2016 to 2021, marked by the beginning of the publication of the Brazilian Journal of (Auto)Biographic Research, culminating in the year this research was carried out until the month of November, considering the last published volume (v18). The theoretical framework adopted considers the academic production of different authors who focus their research on teaching knowledge in Higher Education, the construction of identity and teaching professionalism, research through (auto)biographical narratives in Education, among others. For the construction and development of this study, the quantitative-qualitative methodology was chosen, considering the realization of a Systematic Mapping of the academic production inherent to the aforementioned period, as well as the contributions of Falbo, Souza and Felizardo (2017) and Vosgerau and Romanowski (2014), composition of the analysis corpus and production of results. Twenty-six articles published by RBPAB were analyzed. The mapping of academic productions was made from the reading and recording of these works, among which four thematic axes emerged, organized in order to unveil the teaching knowledge in Higher Education, which used (auto)biographical narratives. The academic productions analyzed show that the teachers' memories of their trajectories influenced the generation of important knowledge for their professional training, as the images they had about what it was to be a teacher were related to representations that were being (de)constructed and (re)constructed from self-writing, from reflections on their formative processes, as well as from their professional trajectories and life stories. The narratives about life histories considered as a training device brought us a perspective of the teaching profession as practiced by a human being who needs to be considered as beyond a technically constituted professional, that is, as a person who is, in its entirety. Through this device, the (trans)formation of themselves and their teaching practices occur progressively, while they build and expand their knowledge through their (auto)biographies, as these provide them with opportunities for self-knowledge, self-training and a new way of seeing and living teaching in Higher Education. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-12-16 |
dc.date.accessioned.fl_str_mv |
2022-02-11T19:42:31Z |
dc.date.available.fl_str_mv |
2022-02-11T19:42:31Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
GOMES, José Oreste Cirto. Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15591. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/15591 |
identifier_str_mv |
GOMES, José Oreste Cirto. Saberes docentes no ensino superior: compreendendo a aprendizagem profissional a partir da pesquisa (auto)biográfica. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15591. |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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Programa de Pós-Graduação em Educação - PPGEd-So |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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