Processos de autoria na formação de um professor pesquisador

• Ano de defesa: 2018
• Autor(a) principal: Almeida, Whasgthon Aguiar de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Formação de professores; Narrativas autobiográficas; Processos de autoria; Professor pesquisador; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Teacher preparation; Autobiographic narratives; Authorship processes; Researcher professor
• Link de acesso: http://ri.ufmt.br/handle/1/3387

An autobiographical research which approaches personal and formative experiences of a researcher professor throughout his process of Initial and Continuous Preparation, aiming the authorship process built throughout his career. It was adopted a qualitative approach based on the narrative method using the Comprehensive Interpretative Analysis technique as a way of categorizing and structuring the meanings obtained during the construction of the narrative in order to interpret them, emphasizing the importance of the authorship process in conducting and resignification of his own teaching profession and in his legitimization as research professor. The analysis indicated that teacher preparations processes, when actually experienced by the teacher, could constitute important processes of teaching authorship, when characterized by the deconstruction, reconstruction and socialization of knowledge. It was observed that the feelings generated by the tensions, yearnings and needs present in the formative trajectories at undergraduate, master's and doctoral levels experienced by the educator contributed significantly to the understanding and appreciation the construction of the authorship process that legitimized him as a researcher professor.