Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis
Ano de defesa: | 2016 |
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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 Mato Grosso
Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | http://ri.ufmt.br/handle/1/1190 |
Resumo: | Quality education is a constant theme in the daily lives of Brazilians, by its lack proclaimed by media, analysts, governments, professionals of multiple areas and common people. It's a recommended solution for most problems of the country. The difficulty that is needed is to know about what education is being discussed, in view of the diversity of understanding about the subject. This issue affects directly the educational institutions. Deepen in the understanding of this dynamic in an institution with a few years of operation, whose members presents diversity of origin, age, life experience, human and academic background and professional expectation, is the reason of this work. For this, it intends to identify the conceptions of education of managers teachers of the Federal Institute of Education, Science and Technology Mato Grosso – IFMT – Campus Rondonópolis. The origin of this proposal is in the observations of the researcher about conflicts concerning objectives and methods of education and teaching and about the disparity of approaches, by teachers, on topics such as learning difficulties, indiscipline and lack of motivation, on the part of students. From the understanding that it was necessary to seek the ultimate source for the observed discrepancies, it has become necessary to understand the generator and the justifier thought of all actions. To achieve this purpose, research was conducted with a qualitative approach, using initially bibliographical research, to understand the thinking of authors such as Freire, Dewey and Severino, beyond the Educational Institution proposal manifested in its Institutional Development Plan - PDI. Then proceeded to the analysis and interpretation of narratives of personal and professional itineraries of the subjects and also of the answers they gave to questionnaire with open questions. The investigated subjects play the dual role of teachers and managers of the Institution. The results showed significant differences in the conception of education and its related topics, such as teaching, learning, school function and knowledge, that result from academic formation of subjects, some belonging to technical areas and other to humanities areas. The first ones are closer to the concept of banking education, of Freire, with the predominance of knowledge transmission idea. They attach to the family the function to educate and to the school the function to teach. They have a positive view about the paths taken by the Institution. The second group advocates a transformative education, both of the individual and the society. For them, to form critical citizens, producers of knowledge, is a function of education. They have a critical perception of the paths followed by the institution. In terms of engagement, commitment to the students, though in different ways, the groups are equal. The differences found in this study highlight the need for debates and ongoing dialogue, promotion of activities of integrative character that emphasize team spirit. And above all, continuing education programs for teachers will bring closer the visions, reducing disparities. It is an educational opportunity to an educating institution. This research is linked to the Program of Graduate Studies in Education, of the Institute of Human and Social Sciences, of the Rondonópolis University Campus, of the Federal University of Mato Grosso, in the line of Teacher Formation and Educational Public Policy. |
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Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus RondonópolisEducaçãoIFMTDocênciaUFMTCNPQ::CIENCIAS HUMANAS::EDUCACAOEducationIFMTTeachingUFMTQuality education is a constant theme in the daily lives of Brazilians, by its lack proclaimed by media, analysts, governments, professionals of multiple areas and common people. It's a recommended solution for most problems of the country. The difficulty that is needed is to know about what education is being discussed, in view of the diversity of understanding about the subject. This issue affects directly the educational institutions. Deepen in the understanding of this dynamic in an institution with a few years of operation, whose members presents diversity of origin, age, life experience, human and academic background and professional expectation, is the reason of this work. For this, it intends to identify the conceptions of education of managers teachers of the Federal Institute of Education, Science and Technology Mato Grosso – IFMT – Campus Rondonópolis. The origin of this proposal is in the observations of the researcher about conflicts concerning objectives and methods of education and teaching and about the disparity of approaches, by teachers, on topics such as learning difficulties, indiscipline and lack of motivation, on the part of students. From the understanding that it was necessary to seek the ultimate source for the observed discrepancies, it has become necessary to understand the generator and the justifier thought of all actions. To achieve this purpose, research was conducted with a qualitative approach, using initially bibliographical research, to understand the thinking of authors such as Freire, Dewey and Severino, beyond the Educational Institution proposal manifested in its Institutional Development Plan - PDI. Then proceeded to the analysis and interpretation of narratives of personal and professional itineraries of the subjects and also of the answers they gave to questionnaire with open questions. The investigated subjects play the dual role of teachers and managers of the Institution. The results showed significant differences in the conception of education and its related topics, such as teaching, learning, school function and knowledge, that result from academic formation of subjects, some belonging to technical areas and other to humanities areas. The first ones are closer to the concept of banking education, of Freire, with the predominance of knowledge transmission idea. They attach to the family the function to educate and to the school the function to teach. They have a positive view about the paths taken by the Institution. The second group advocates a transformative education, both of the individual and the society. For them, to form critical citizens, producers of knowledge, is a function of education. They have a critical perception of the paths followed by the institution. In terms of engagement, commitment to the students, though in different ways, the groups are equal. The differences found in this study highlight the need for debates and ongoing dialogue, promotion of activities of integrative character that emphasize team spirit. And above all, continuing education programs for teachers will bring closer the visions, reducing disparities. It is an educational opportunity to an educating institution. This research is linked to the Program of Graduate Studies in Education, of the Institute of Human and Social Sciences, of the Rondonópolis University Campus, of the Federal University of Mato Grosso, in the line of Teacher Formation and Educational Public Policy.Educação de qualidade é um tema constante no dia a dia dos brasileiros, por sua carência proclamada por mídia, analistas, governos, profissionais de múltiplas áreas e pessoas comuns. É solução recomendada para grande parte dos problemas do país. A dificuldade que se impõe é saber de que educação se está falando, tendo em vista a diversidade de entendimentos a respeito do assunto. Esta questão afeta diretamente as instituições educacionais. Da concepção que tenham os componentes de sua comunidade: gestores, docentes, técnicos e outros, depende sua identidade e as propostas educacionais que possam oferecer para a sociedade. Aprofundarse no entendimento dessa dinâmica numa instituição com poucos anos de funcionamento, cujos membros apresentam origem, idade, experiência de vida, formação humana e acadêmica e expectativa profissional diversas, é a razão do presente trabalho. Para isso, pretende-se identificar as concepções a respeito de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – Campus de Rondonópolis. A origem dessa proposta se encontra nas observações do pesquisador quanto a conflitos relativos a objetivos e métodos de educação e ensino e quanto à disparidade de abordagens, por parte dos docentes, em relação a temas como dificuldades de aprendizagem, indisciplina e desmotivação, por parte dos estudantes. A partir da compreensão de que era necessário buscar a origem última para as discrepâncias observadas, tornou-se necessário entender o pensamento gerador e justificador de todas as ações. Para atingir tal intento, realizou-se investigação com abordagem qualitativa, utilizando-se, inicialmente, de pesquisa bibliográfica, para entendimento do pensamento de autores como Freire, Dewey e Severino, além da proposta educacional da Instituição, manifesta em seu Plano de Desenvolvimento Institucional – PDI. Em seguida, procedeu-se a análise e interpretação de narrativas dos itinerários pessoais e profissionais dos sujeitos e também das respostas que deram a questionário com perguntas abertas. Os sujeitos pesquisados desempenham a dupla função de docentes e gestores da Instituição. Os resultados evidenciaram diferenças significativas de concepção a respeito de educação e seus temas correlatos, como ensino, aprendizagem, função da escola e conhecimento, resultantes da formação acadêmica dos sujeitos, uns pertencentes a áreas técnicas e outros a áreas humanas. Os primeiros aproximam-se mais do conceito de educação bancária, de Freire, com a predominância da ideia de transmissão de conhecimentos. Atribuem à família a função de educar e à escola a de ensinar. Têm visão positiva a respeito dos caminhos trilhados pela Instituição. O segundo grupo defende uma educação transformadora, tanto do indivíduo quanto da sociedade. Para eles, formar cidadãos críticos, produtores de conhecimentos, é função da educação. Têm uma percepção crítica a respeito dos caminhos seguidos pela Instituição. Em termos de engajamento, de compromisso com os educandos, embora por caminhos diferentes, os grupos se igualam. As diferenças percebidas neste trabalho evidenciam a necessidade de debates e diálogos constantes, de promoção de atividades de caráter integrador, que privilegiem o espírito de equipe. E, sobretudo, programas de formação continuada de docentes permitirão aproximar as visões, diminuindo as disparidades existentes. É uma oportunidade educativa para uma instituição educadora. A presente pesquisa está vinculada ao Programa de Pós-Graduação em Educação – PPGEDU, do Instituto de Ciências Humanas e Sociais – ICHS, do Campus Universitário de Rondonópolis, da Universidade Federal de Mato Grosso, na linha de Formação de Professores e Políticas Públicas EducacionaisUniversidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisGarske, Lindalva Maria Novaeshttp://lattes.cnpq.br/1703129875647473Garske, Lindalva Maria Novaes318.149.721-53http://lattes.cnpq.br/1703129875647473Carvalho, Ademar de Lima138.040.731-15http://lattes.cnpq.br/6926944750460343318.149.721-53Kunze, Nádia Cuiabano559.167.831-91http://lattes.cnpq.br/5307356490300126Magnabosco, Osmar Antônio2019-07-04T14:40:36Z2016-05-022019-07-04T14:40:36Z2016-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMAGNABOSCO, Osmar Antônio. Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis. 2016. 114 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016.http://ri.ufmt.br/handle/1/1190porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-07-06T07:02:10Zoai:localhost:1/1190Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-07-06T07:02:10Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis |
title |
Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis |
spellingShingle |
Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis Magnabosco, Osmar Antônio Educação IFMT Docência UFMT CNPQ::CIENCIAS HUMANAS::EDUCACAO Education IFMT Teaching UFMT |
title_short |
Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis |
title_full |
Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis |
title_fullStr |
Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis |
title_full_unstemmed |
Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis |
title_sort |
Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis |
author |
Magnabosco, Osmar Antônio |
author_facet |
Magnabosco, Osmar Antônio |
author_role |
author |
dc.contributor.none.fl_str_mv |
Garske, Lindalva Maria Novaes http://lattes.cnpq.br/1703129875647473 Garske, Lindalva Maria Novaes 318.149.721-53 http://lattes.cnpq.br/1703129875647473 Carvalho, Ademar de Lima 138.040.731-15 http://lattes.cnpq.br/6926944750460343 318.149.721-53 Kunze, Nádia Cuiabano 559.167.831-91 http://lattes.cnpq.br/5307356490300126 |
dc.contributor.author.fl_str_mv |
Magnabosco, Osmar Antônio |
dc.subject.por.fl_str_mv |
Educação IFMT Docência UFMT CNPQ::CIENCIAS HUMANAS::EDUCACAO Education IFMT Teaching UFMT |
topic |
Educação IFMT Docência UFMT CNPQ::CIENCIAS HUMANAS::EDUCACAO Education IFMT Teaching UFMT |
description |
Quality education is a constant theme in the daily lives of Brazilians, by its lack proclaimed by media, analysts, governments, professionals of multiple areas and common people. It's a recommended solution for most problems of the country. The difficulty that is needed is to know about what education is being discussed, in view of the diversity of understanding about the subject. This issue affects directly the educational institutions. Deepen in the understanding of this dynamic in an institution with a few years of operation, whose members presents diversity of origin, age, life experience, human and academic background and professional expectation, is the reason of this work. For this, it intends to identify the conceptions of education of managers teachers of the Federal Institute of Education, Science and Technology Mato Grosso – IFMT – Campus Rondonópolis. The origin of this proposal is in the observations of the researcher about conflicts concerning objectives and methods of education and teaching and about the disparity of approaches, by teachers, on topics such as learning difficulties, indiscipline and lack of motivation, on the part of students. From the understanding that it was necessary to seek the ultimate source for the observed discrepancies, it has become necessary to understand the generator and the justifier thought of all actions. To achieve this purpose, research was conducted with a qualitative approach, using initially bibliographical research, to understand the thinking of authors such as Freire, Dewey and Severino, beyond the Educational Institution proposal manifested in its Institutional Development Plan - PDI. Then proceeded to the analysis and interpretation of narratives of personal and professional itineraries of the subjects and also of the answers they gave to questionnaire with open questions. The investigated subjects play the dual role of teachers and managers of the Institution. The results showed significant differences in the conception of education and its related topics, such as teaching, learning, school function and knowledge, that result from academic formation of subjects, some belonging to technical areas and other to humanities areas. The first ones are closer to the concept of banking education, of Freire, with the predominance of knowledge transmission idea. They attach to the family the function to educate and to the school the function to teach. They have a positive view about the paths taken by the Institution. The second group advocates a transformative education, both of the individual and the society. For them, to form critical citizens, producers of knowledge, is a function of education. They have a critical perception of the paths followed by the institution. In terms of engagement, commitment to the students, though in different ways, the groups are equal. The differences found in this study highlight the need for debates and ongoing dialogue, promotion of activities of integrative character that emphasize team spirit. And above all, continuing education programs for teachers will bring closer the visions, reducing disparities. It is an educational opportunity to an educating institution. This research is linked to the Program of Graduate Studies in Education, of the Institute of Human and Social Sciences, of the Rondonópolis University Campus, of the Federal University of Mato Grosso, in the line of Teacher Formation and Educational Public Policy. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-05-02 2016-03-31 2019-07-04T14:40:36Z 2019-07-04T14:40:36Z |
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.uri.fl_str_mv |
MAGNABOSCO, Osmar Antônio. Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis. 2016. 114 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016. http://ri.ufmt.br/handle/1/1190 |
identifier_str_mv |
MAGNABOSCO, Osmar Antônio. Concepções de educação dos docentes gestores do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT – campus Rondonópolis. 2016. 114 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016. |
url |
http://ri.ufmt.br/handle/1/1190 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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