“Ninguém nasce alfabetizadora, aprende-se a ser”: processo de aprendizagem de alfabetizadoras em proposta pós-construtivista

• Ano de defesa: 2018
• Autor(a) principal: Tuboiti, Nair Cristina da Silva
• Orientador(a): Freitas, Lêda Gonçalves de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Psicologia
• Departamento: Escola de Saúde e Medicina
• País: Brasil
• Palavras-chave em Português: Alfabetizadora; Pós-construtivismo; Didática profissional; Ensino-aprendizagem
• Palavras-chave em Inglês: Professional didactics; Post-constructivism; Teaching-learning; Teacher
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Resumo em Inglês: The general objective of this doctoral dissertation is analyze the learning process of the teachers in Distrito Federal through the Post-constructivist educational didactic proposal. Achieving this general objective, there is requires considering several aspects of the phenomenon, such as the difficulty of permanence in the Post-constructivist projects. It is a reaction that contrasts with many statements about the excellence of training and work. Faced with this problem, the question is "how people learn to be Post-constructivist teachers"? How is this learning process to think about vocational training in this proposal? Throughout the readings and experiences obtained by the Doctoral Internship, the decisions for this study were taken. A daring action for its multidisciplinary character to cross and let be crossed by other knowledge, to transgress the limits of the discipline how do you think Figueiredo. Specifically, this thesis gives specific objectives who are: characterize the basics ideas of the bases of Post-constructivism, that consider the learning process as a result of the interaction between the teacher, the reality and the others, considering our Other. This understanding is made by the articulation of Wallon's ideas: we are genetically social beings; Vigotsky with the idea of learning depends of the inter and intra personal relationship; Vergnaud where learning is conceptualized and Paín with the function of ignorance in the process of learning. As methodology, we have chosen a qualitative research whose was done through interviews about the life story of the four teachers who worked more than three years with the Post-constructivist proposal in class, by participant observation in two of these classes and in the Weekly Study Group that they participated in, through simple and group self-confrontation and through document analysis. The results were organized and analyzed by the interpretive theory of Geertz (2008) and by the directional analysis Rogoff frame with the three pillars: institutional, inter and intra individual that are related to the activity analysis who is present in the Professional Didactics. Following this work, we found the learning about "how to be a teacher": in first its support within the family and is transformed into a choice by socio-cultural, economic and feminine questions. In the meeting with Postconstructivism, the choice is made aware by the character of professionalization and scientificity, this gives the opportunity for empowerment as a woman. Indeed, the narratives and the actions express a network formation linked to a School of Thought that involves an International Scientific Community, to the peers and to the class, based on a theoretical corpus articulated with the practice. Finally, in the last stage of this thesis, there is the revelation of a process that requires more situations and didactic devices, such as self-confrontation, to touch his universe in this process of change and continuous deconstruction of an educational conventional culture.
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2524

The general objective of this doctoral dissertation is analyze the learning process of the teachers in Distrito Federal through the Post-constructivist educational didactic proposal. Achieving this general objective, there is requires considering several aspects of the phenomenon, such as the difficulty of permanence in the Post-constructivist projects. It is a reaction that contrasts with many statements about the excellence of training and work. Faced with this problem, the question is "how people learn to be Post-constructivist teachers"? How is this learning process to think about vocational training in this proposal? Throughout the readings and experiences obtained by the Doctoral Internship, the decisions for this study were taken. A daring action for its multidisciplinary character to cross and let be crossed by other knowledge, to transgress the limits of the discipline how do you think Figueiredo. Specifically, this thesis gives specific objectives who are: characterize the basics ideas of the bases of Post-constructivism, that consider the learning process as a result of the interaction between the teacher, the reality and the others, considering our Other. This understanding is made by the articulation of Wallon's ideas: we are genetically social beings; Vigotsky with the idea of learning depends of the inter and intra personal relationship; Vergnaud where learning is conceptualized and Paín with the function of ignorance in the process of learning. As methodology, we have chosen a qualitative research whose was done through interviews about the life story of the four teachers who worked more than three years with the Post-constructivist proposal in class, by participant observation in two of these classes and in the Weekly Study Group that they participated in, through simple and group self-confrontation and through document analysis. The results were organized and analyzed by the interpretive theory of Geertz (2008) and by the directional analysis Rogoff frame with the three pillars: institutional, inter and intra individual that are related to the activity analysis who is present in the Professional Didactics. Following this work, we found the learning about "how to be a teacher": in first its support within the family and is transformed into a choice by socio-cultural, economic and feminine questions. In the meeting with Postconstructivism, the choice is made aware by the character of professionalization and scientificity, this gives the opportunity for empowerment as a woman. Indeed, the narratives and the actions express a network formation linked to a School of Thought that involves an International Scientific Community, to the peers and to the class, based on a theoretical corpus articulated with the practice. Finally, in the last stage of this thesis, there is the revelation of a process that requires more situations and didactic devices, such as self-confrontation, to touch his universe in this process of change and continuous deconstruction of an educational conventional culture.