O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/28192 |
Resumo: | This research is part of the Teaching, Knowledge, and Professional Development line of the Graduate Program in Education (PPGE) at the Federal University of Santa Maria (UFSM). The main objective of the investigation is to understand the role of participation in a group/collective in the formation of the teacher and prospective teacher, from the affective-cognitive unit constituted in this process, from the perspective of a collectivist personality. The research, in its guiding dimension, was based on the Historical-Cultural Theory and the Activity Theory. From this theoretical basis, the concepts of personality and affection-cognition unit were studied, and, considering this relationship in a group, we sought to understand the concept of collective and how it relates to the training of teachers and prospective teachers. It was discussed with authors who also approach training in this theoretical perspective, on the premise that it must be constituted with the subjects so that, in this process, it is possible to create something new, with clarity and meaning for them. In this context, in the execution dimension of the research, the actions of a study and research group were monitored for a period of two years. Data were captured through audio and video recordings, three written reports, and the memories of the meetings. These elements provided support to answer the following research question: How can the affective-cognitive unit established with a group/collective contribute to the training of teachers and prospective teachers who participate in it? The obtained data were organized in episodes and scenes, systematized in four isolated analyses, namely: I) the historical movement: group actions; II) the constitution of space for training: group organization process; III) the establishment of emotional familiarization: clarity and meaning in participating in the group; and IV) affective-cognitive bonds: relationships established with the group. The interdependence of the isolates is revealed in their integrative isolate, the affection-cognition. Isolated I showed that the stories of the group and the subject are intertwined, which allows him to be the protagonist of this process. This movement involves the way this group systematizes its actions, as evidenced in isolated II. When personal meaning converges with that of the group, participation in it can promote the subject's development and establish emotional familiarization, as identified in isolate III. In these different relationships, with clarity and meaning, the subjects establish a feeling of belonging with the group, which is achieved through an affective-cognitive relationship, as seen in isolated IV. Based on our analyses, the thesis defended in this work is that the contribution of a group with characteristics of a collective in the training of teachers and prospective teachers who participate in it is revealed in the actions carried out with this group, taken as guiding their conduct, from the affective-cognitive unit constituted in the process of their participation, which can contribute to the development of a collectivist personality. |
id |
UFSM_209f71d2b52bca428b129a1d18e8eed8 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/28192 |
network_acronym_str |
UFSM |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
repository_id_str |
|
spelling |
2023-03-15T11:06:07Z2023-03-15T11:06:07Z2022-12-16http://repositorio.ufsm.br/handle/1/28192This research is part of the Teaching, Knowledge, and Professional Development line of the Graduate Program in Education (PPGE) at the Federal University of Santa Maria (UFSM). The main objective of the investigation is to understand the role of participation in a group/collective in the formation of the teacher and prospective teacher, from the affective-cognitive unit constituted in this process, from the perspective of a collectivist personality. The research, in its guiding dimension, was based on the Historical-Cultural Theory and the Activity Theory. From this theoretical basis, the concepts of personality and affection-cognition unit were studied, and, considering this relationship in a group, we sought to understand the concept of collective and how it relates to the training of teachers and prospective teachers. It was discussed with authors who also approach training in this theoretical perspective, on the premise that it must be constituted with the subjects so that, in this process, it is possible to create something new, with clarity and meaning for them. In this context, in the execution dimension of the research, the actions of a study and research group were monitored for a period of two years. Data were captured through audio and video recordings, three written reports, and the memories of the meetings. These elements provided support to answer the following research question: How can the affective-cognitive unit established with a group/collective contribute to the training of teachers and prospective teachers who participate in it? The obtained data were organized in episodes and scenes, systematized in four isolated analyses, namely: I) the historical movement: group actions; II) the constitution of space for training: group organization process; III) the establishment of emotional familiarization: clarity and meaning in participating in the group; and IV) affective-cognitive bonds: relationships established with the group. The interdependence of the isolates is revealed in their integrative isolate, the affection-cognition. Isolated I showed that the stories of the group and the subject are intertwined, which allows him to be the protagonist of this process. This movement involves the way this group systematizes its actions, as evidenced in isolated II. When personal meaning converges with that of the group, participation in it can promote the subject's development and establish emotional familiarization, as identified in isolate III. In these different relationships, with clarity and meaning, the subjects establish a feeling of belonging with the group, which is achieved through an affective-cognitive relationship, as seen in isolated IV. Based on our analyses, the thesis defended in this work is that the contribution of a group with characteristics of a collective in the training of teachers and prospective teachers who participate in it is revealed in the actions carried out with this group, taken as guiding their conduct, from the affective-cognitive unit constituted in the process of their participation, which can contribute to the development of a collectivist personality.Esta pesquisa insere-se na linha Docência, Saberes e Desenvolvimento Profissional, do Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal de Santa Maria (UFSM). O objetivo principal da investigação constitui-se em compreender o papel da participação em um grupo/coletivo na formação do professor e futuro professor, a partir da unidade afetivo-cognitiva constituída nesse processo, na perspectiva de uma personalidade coletivista. A pesquisa, na sua dimensão orientadora, baseou-se na Teoria Histórico-Cultural e na Teoria da Atividade. A partir desta base teórica foram estudados os conceitos de personalidade e unidade afeto-cognição e, considerando essa relação em um grupo, buscou-se entender o conceito de coletivo e como este se relaciona com a formação de professores e futuros professores. Discutiu-se com autores que abordam sobre formação também nessa perspectiva teórica, na premissa de que ela deve ser constituída com os sujeitos para que, neste processo, seja possível criar algo novo, com sentido e significado para eles. Neste contexto, na dimensão executora da pesquisa, foram acompanhadas as ações de um grupo de estudos e pesquisas, pelo período de dois anos. Os dados foram apreendidos por meio de gravações em áudio e vídeo, três relatos escritos e a memorie dos encontros. Estes elementos deram subsídios para responder a seguinte questão de pesquisa: Como a unidade afetivo-cognitiva estabelecida com um grupo/coletivo pode contribuir para a formação de professores e futuros professores que dele participam? Os dados apreendidos foram organizados em episódios e cenas, sistematizados em quatro isolados de análise, sendo eles: I) o movimento histórico: ações do grupo; II) a constituição de um espaço para a formação: processo de organização do grupo; III) o estabelecimento da familiarização emocional: sentido e significado em participar do grupo; e IV) os vínculos afetivo-cognitivos: relações estabelecidas com o grupo. A interdependência dos isolados revela-se em seu isolado integrativo, o afeto-cognição. O isolado I mostrou que as histórias do grupo e do sujeito se entrelaçam, o que o permite ser protagonista deste processo. Esse movimento envolve o modo como este grupo sistematiza suas ações, como evidenciado no isolado II. Quando o sentido pessoal converge com o do grupo, a participação nele pode promover o desenvolvimento do sujeito e firmar a familiarização emocional, como identificado no isolado III. Nessas diferentes relações, com sentido e significado, os sujeitos vão estabelecendo com o grupo o sentimento de pertencimento, que se efetiva por uma relação afetivo-cognitiva, como constatado no isolado IV. A partir de nossas análises, a tese defendida neste trabalho é a de que a contribuição de um grupo com características de um coletivo na formação de professores e futuros professores que dele participam se revela nas ações realizadas com este grupo, tomadas como orientadoras de sua conduta, a partir da unidade afetivo-cognitiva constituída no processo de sua participação, o que pode contribuir para o desenvolvimento de uma personalidade coletivista.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessUnidade afeto-cogniçãoPersonalidadeGrupo e coletivoFormação docenteTeoria histórico-culturalCNPQ::CIENCIAS HUMANAS::EDUCACAOO papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisasThe role of the collective in the education of teachers and prospective teachers: contributions of a study and research groupinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Costas, Fabiane Adela TonettoAsbahr, Flávia da Silva FerreiraSilva, Sandra Aparecida Fraga daMoura, Manoel Oriosvaldo dehttp://lattes.cnpq.br/4148915074891454Binsfeld, Carine Daiana700800000006600600600600600600600d35754ba-be65-447a-a95d-9c39a8397c520f5fa788-00f7-4235-b869-ee4fb905843a6b9ce74e-9c7a-4a07-89f8-313a684264b74404dd46-1940-49fa-b851-bca355b2b11443ab00d2-4076-40dc-8dd6-fae9604857402b0d5211-ac0a-45b4-8065-a41cc6ca78fbreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2022_BINSFELD_CARINE.pdfTES_PPGEDUCACAO_2022_BINSFELD_CARINE.pdfTeseapplication/pdf5176843http://repositorio.ufsm.br/bitstream/1/28192/1/TES_PPGEDUCACAO_2022_BINSFELD_CARINE.pdf8cdbaaaa404bd4bec6f314945dcb5c58MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/28192/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/28192/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD531/281922023-03-15 09:00:29.949oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-03-15T12:00:29Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas |
dc.title.alternative.eng.fl_str_mv |
The role of the collective in the education of teachers and prospective teachers: contributions of a study and research group |
title |
O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas |
spellingShingle |
O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas Binsfeld, Carine Daiana Unidade afeto-cognição Personalidade Grupo e coletivo Formação docente Teoria histórico-cultural CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas |
title_full |
O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas |
title_fullStr |
O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas |
title_full_unstemmed |
O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas |
title_sort |
O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas |
author |
Binsfeld, Carine Daiana |
author_facet |
Binsfeld, Carine Daiana |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7102436522771207 |
dc.contributor.referee1.fl_str_mv |
Costas, Fabiane Adela Tonetto |
dc.contributor.referee2.fl_str_mv |
Asbahr, Flávia da Silva Ferreira |
dc.contributor.referee3.fl_str_mv |
Silva, Sandra Aparecida Fraga da |
dc.contributor.referee4.fl_str_mv |
Moura, Manoel Oriosvaldo de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4148915074891454 |
dc.contributor.author.fl_str_mv |
Binsfeld, Carine Daiana |
contributor_str_mv |
Lopes, Anemari Roesler Luersen Vieira Costas, Fabiane Adela Tonetto Asbahr, Flávia da Silva Ferreira Silva, Sandra Aparecida Fraga da Moura, Manoel Oriosvaldo de |
dc.subject.por.fl_str_mv |
Unidade afeto-cognição Personalidade Grupo e coletivo Formação docente Teoria histórico-cultural |
topic |
Unidade afeto-cognição Personalidade Grupo e coletivo Formação docente Teoria histórico-cultural CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research is part of the Teaching, Knowledge, and Professional Development line of the Graduate Program in Education (PPGE) at the Federal University of Santa Maria (UFSM). The main objective of the investigation is to understand the role of participation in a group/collective in the formation of the teacher and prospective teacher, from the affective-cognitive unit constituted in this process, from the perspective of a collectivist personality. The research, in its guiding dimension, was based on the Historical-Cultural Theory and the Activity Theory. From this theoretical basis, the concepts of personality and affection-cognition unit were studied, and, considering this relationship in a group, we sought to understand the concept of collective and how it relates to the training of teachers and prospective teachers. It was discussed with authors who also approach training in this theoretical perspective, on the premise that it must be constituted with the subjects so that, in this process, it is possible to create something new, with clarity and meaning for them. In this context, in the execution dimension of the research, the actions of a study and research group were monitored for a period of two years. Data were captured through audio and video recordings, three written reports, and the memories of the meetings. These elements provided support to answer the following research question: How can the affective-cognitive unit established with a group/collective contribute to the training of teachers and prospective teachers who participate in it? The obtained data were organized in episodes and scenes, systematized in four isolated analyses, namely: I) the historical movement: group actions; II) the constitution of space for training: group organization process; III) the establishment of emotional familiarization: clarity and meaning in participating in the group; and IV) affective-cognitive bonds: relationships established with the group. The interdependence of the isolates is revealed in their integrative isolate, the affection-cognition. Isolated I showed that the stories of the group and the subject are intertwined, which allows him to be the protagonist of this process. This movement involves the way this group systematizes its actions, as evidenced in isolated II. When personal meaning converges with that of the group, participation in it can promote the subject's development and establish emotional familiarization, as identified in isolate III. In these different relationships, with clarity and meaning, the subjects establish a feeling of belonging with the group, which is achieved through an affective-cognitive relationship, as seen in isolated IV. Based on our analyses, the thesis defended in this work is that the contribution of a group with characteristics of a collective in the training of teachers and prospective teachers who participate in it is revealed in the actions carried out with this group, taken as guiding their conduct, from the affective-cognitive unit constituted in the process of their participation, which can contribute to the development of a collectivist personality. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-12-16 |
dc.date.accessioned.fl_str_mv |
2023-03-15T11:06:07Z |
dc.date.available.fl_str_mv |
2023-03-15T11:06:07Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/28192 |
url |
http://repositorio.ufsm.br/handle/1/28192 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 600 600 600 |
dc.relation.authority.fl_str_mv |
d35754ba-be65-447a-a95d-9c39a8397c52 0f5fa788-00f7-4235-b869-ee4fb905843a 6b9ce74e-9c7a-4a07-89f8-313a684264b7 4404dd46-1940-49fa-b851-bca355b2b114 43ab00d2-4076-40dc-8dd6-fae960485740 2b0d5211-ac0a-45b4-8065-a41cc6ca78fb |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/28192/1/TES_PPGEDUCACAO_2022_BINSFELD_CARINE.pdf http://repositorio.ufsm.br/bitstream/1/28192/2/license_rdf http://repositorio.ufsm.br/bitstream/1/28192/3/license.txt |
bitstream.checksum.fl_str_mv |
8cdbaaaa404bd4bec6f314945dcb5c58 4460e5956bc1d1639be9ae6146a50347 2f0571ecee68693bd5cd3f17c1e075df |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1793239966151606272 |