Formação e trabalho docente na educação profissional : os saberes da/na docência no IFMT

• Ano de defesa: 2009
• Autor(a) principal: Montanuci, Rosimeire
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Formação e trabalho docente; Saberes docentes; Aprendizagens da docência; Educação profissional técnica integrada; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teaching activities and formation; Teaching knowledge; Teaching learning; Integrated professional technical education
• Link de acesso: http://ri.ufmt.br/handle/1/7375

This research has as main point in investigating how teachers from the Professional and Common Nucleus in Informatics Curse from IFMT, Technical Professional Education in Integrated High School, mobilize knowledge in order to work in pedagogical practice. So being, this research was directed to the following questionings: a) How much weight the teachers give to their knowledge in teaching in their pedagogical activities; b) What and how is the mobilized knowledge by teachers in their pedagogical activities; c) What context and formative experiences are contributing to the learning of educational knowledge in pedagogical practice (education training/continuing education – personal and professional experiences/learning – curses – socialization – seminars – congresses and others). The theoretical basis is reasoned in authors, who discuss learning in teaching, formative and educational activities, teaching knowledge, teaching knowledge and narrative as reflexive and investigative thought strategy. This work search also specific literatures which addressed Professional Education, with emphasis in Integrated and High School teaching. Considering the read literature, we´ll use a myriad of authors as: Tardif (1991-2000-2002-2005), Tardif Lessard & Lahaye (1999 et. al.) Garcia (1998-1999), Nóvoa (1995-997), Alarcão (1996-2000), Connelly & Clandinin (1995), Pachane (2005-2006), Mizukami et al. (1996- 2002), Fiorentine (1998), Borges (2003), Monteiro-Arruda (1999-2003-2004-2006- 2008), Cunha (2003), Souza (2001-2007), Frigotto (2005 et. al.), Kuenzer (2005-2008), among others. Methodological assumptions will be sustained in a Qualitative basis, using as research means: written narratives, in-depth interviews, and observation protocols. Six teachers where involved in this research, from whom 4 have activities in common nucleus and 2 in professional nucleus. In a first step they answered to questionnaires with open and closed quests, to characterize the researched teachers. We found the following results: teachers have between 10 to 25 years teaching experience in IFMT, from 10 to 20 years as teachers. For their last titles, we found that 1 is a specialist, 2 have master´s degree and 3 are doctoral students, all in teacher´s degrees, human and technological areas. The written narratives and in-depth interviews related knowledge mobilization in teaching and formation and teaching activities in Integrated High School´s Technical Professional Education. The observation protocols showed a praxis situated in classroom, revealing these teacher´s educational activities in a day-to-day basis. The data analysis contributed to the configuration of 3 theme axis: the first called “Professional Identity and Constitution Process”, divided in 3 sub-axis: a) The beginning of teaching activities; b) Integrated High School Technical and Professional Education Conceptions; c) The teacher: their knowledge, their beliefs and conceptions. In a second theme axis, called Teachers Located Practice, we divided in 2 sub-axis: a) The relation between teachers and their teaching activities: Learning and teaching process; b) The relation between teachers and their teaching activities: the organization process in pedagogical activities. The third axis, called “Formative Trajectories: Ways and Misleads in Teaching Learning” divided in 2 sub-axis: a) Teaching Learning: Learn to teach – teach to learn; b) Teaching Learning: Learning context in teaching professional evolving. Reading the data from teachers´ reports to testimonies and pedagogical practice itself, we have the following conclusions: I) The mobilized knowledge in teaching formation can´t be comprehended isolated, but in a roll of teaching activities actions in a day-to-day basis; II) Knowledge is formed trough all professional life, particularly in front of pedagogical practices. III) The teaching (re)construction happens in daily classroom activities, configuring itself as a continuing process, which keeps pace for all personal and professional trajectory, related to lived experiences in different contexts; IV) We learn and teach in the teaching activities themselves and in interacting with other people, mediated by teaching knowledge; V) The challenges to be win on teachers´ activities from the Technical Professional Education shows the need of contextualized teaching´s formation in technological knowledge principles; VI) It´s the Institution (IFMT) who must adopt an Integrated High School Professional Technical Education based in integrated curriculum principles, unifying knowledge from basic education to professional education.