Aprendizagem docente das egressas dos cursos de Pedagogia: docência com a infância
Ano de defesa: | 2017 |
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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: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/15078 |
Resumo: | This doctorate research is in the Formation, Knowledge and Professional Development research line of the Post-graduation Program on Education of the Federal University of Santa Maria (UFSM), Rio Grande do Sul, Brazil. This study is referenced on the qualitative research principles, being characterized as a social-historical cultural narrative approach. It aims to approximate the subjectivity of the participants to the objectivity of the cultural and institutional backgrounds, historically dated. By semi structured interviews, organized by guide topics and carried on seven former students of UFSM Pedagogy Course, diurnal and nocturnal period, it seeks for understanding the learning of being teacher, regarding the childhood teaching practice by the formative processes experienced. The studies of Bakhtin (1988, 2011), Bolzan (2002, 2007, 2014, 2016), Davidov & Márkova (1987), Freitas (1998, 2002, 2007), Huberman (1992), Imbernón (2010, 2011), Isaia & Bolzan (2008, 2010, 2011); Leontiev (1978, 1984), Marcelo (1999, 2009), Sarmento (2005, 2009), Tardif (2014), and Vygostki (1991, 1995, 1996, 2001, 2011) were the references used in the theoretical and methodological approach, contributing to the comprehension of the tessitura on the teaching learning, from the narratives of former students, teachers who act or have acted on child education or on the early basic education. The finding on this research signals the teaching learning as a central category, which interlace the categorical dimensions: formative trajectory, teaching study activity, childhood teaching and organization of the pedagogical work for childhood. When these dimensions are focused, they evince the category elements, grouped by the internal relations they establish by the recurrence of the excerpt from the former student‟s narratives. In this tessitura, the formative processes were constituted as a transversal element, since it follows and passes by all the process of constituting on the profession. The university cultures and the school cultures configure itself/themselves as contextual elements, considering they comprise the initial formation and also evince the return to the formative institution with the possibility of dialogue and maintenance of the bond of study and investigation, completing and problematizing the teaching actions on primary education. We evince that the negotiation, the transgression and the articulation among teachers are possible, enabling the school environment permeable to changes, with processes of collective reflection, showing the authorship and the professorial creation. Shared protagonism, which evolves the relations with children, coworkers and families in the contexts of classroom and institutional management is a goal to the former student‟s, who recognize that when the initiative and mobilization appear from a teacher or a small group, they can take longer to be accepted and consolidated in the institution, but they fortify and instigate a change trigger. The school context created and activated teaching actions, evoking to discussion the knowledge manifested about cultural appropriation of writing in childhood, considering that this is a sociocultural construction. The propose of this research, which defines the thematic field, is related to the needs and the possibilities of studies that support the relations and investigative practices on primary and college education, where the problematization of childhood teaching becomes basic in the construction and [re]signification of teaching knowledge, with the professional insertion of former students, configuring the learning of being teacher. |
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2018-12-11T21:28:03Z2018-12-11T21:28:03Z2017-12-05http://repositorio.ufsm.br/handle/1/15078This doctorate research is in the Formation, Knowledge and Professional Development research line of the Post-graduation Program on Education of the Federal University of Santa Maria (UFSM), Rio Grande do Sul, Brazil. This study is referenced on the qualitative research principles, being characterized as a social-historical cultural narrative approach. It aims to approximate the subjectivity of the participants to the objectivity of the cultural and institutional backgrounds, historically dated. By semi structured interviews, organized by guide topics and carried on seven former students of UFSM Pedagogy Course, diurnal and nocturnal period, it seeks for understanding the learning of being teacher, regarding the childhood teaching practice by the formative processes experienced. The studies of Bakhtin (1988, 2011), Bolzan (2002, 2007, 2014, 2016), Davidov & Márkova (1987), Freitas (1998, 2002, 2007), Huberman (1992), Imbernón (2010, 2011), Isaia & Bolzan (2008, 2010, 2011); Leontiev (1978, 1984), Marcelo (1999, 2009), Sarmento (2005, 2009), Tardif (2014), and Vygostki (1991, 1995, 1996, 2001, 2011) were the references used in the theoretical and methodological approach, contributing to the comprehension of the tessitura on the teaching learning, from the narratives of former students, teachers who act or have acted on child education or on the early basic education. The finding on this research signals the teaching learning as a central category, which interlace the categorical dimensions: formative trajectory, teaching study activity, childhood teaching and organization of the pedagogical work for childhood. When these dimensions are focused, they evince the category elements, grouped by the internal relations they establish by the recurrence of the excerpt from the former student‟s narratives. In this tessitura, the formative processes were constituted as a transversal element, since it follows and passes by all the process of constituting on the profession. The university cultures and the school cultures configure itself/themselves as contextual elements, considering they comprise the initial formation and also evince the return to the formative institution with the possibility of dialogue and maintenance of the bond of study and investigation, completing and problematizing the teaching actions on primary education. We evince that the negotiation, the transgression and the articulation among teachers are possible, enabling the school environment permeable to changes, with processes of collective reflection, showing the authorship and the professorial creation. Shared protagonism, which evolves the relations with children, coworkers and families in the contexts of classroom and institutional management is a goal to the former student‟s, who recognize that when the initiative and mobilization appear from a teacher or a small group, they can take longer to be accepted and consolidated in the institution, but they fortify and instigate a change trigger. The school context created and activated teaching actions, evoking to discussion the knowledge manifested about cultural appropriation of writing in childhood, considering that this is a sociocultural construction. The propose of this research, which defines the thematic field, is related to the needs and the possibilities of studies that support the relations and investigative practices on primary and college education, where the problematization of childhood teaching becomes basic in the construction and [re]signification of teaching knowledge, with the professional insertion of former students, configuring the learning of being teacher.Esta pesquisa de doutorado insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do programa de Pós-graduação em Educação (PPGE) da Universidade Federal de Santa Maria (UFSM). Referenciado na abordagem qualitativa, esse estudo caracterizado como sociocultural de cunho narrativo, buscou aproximar a subjetividade das participantes à objetividade dos cenários culturais e institucionais, datados historicamente. Por meio de entrevistas semiestruturadas, organizadas por tópicos guia, e realizadas com sete egressas dos cursos de Pedagogia da UFSM, diurno e noturno, objetivamos compreender a aprendizagem de ser professora, voltada à docência com a infância, a partir dos processos formativos vivenciados. Os estudos de Bakhtin (1988, 2011), Bolzan (2002, 2007, 2014, 2016), Davidov e Márkova (1987), Freitas (1998, 2002, 2007), Huberman (1992), Imbernón (2010, 2011), Isaia e Bolzan (2008, 2010), Leontiev (1978, 1984), Marcelo (1999, 2009), Sarmento (2005, 2009), Tardif (2014), Vygostki (1991, 1995, 1996, 2001, 2011) referendam a abordagem teórica e metodológica, contribuindo na compreensão da tessitura da aprendizagem docente, a partir das narrativas das egressas, professoras que atuavam ou atuaram na educação infantil e/ou anos iniciais do ensino fundamental. Os achados da pesquisa sinalizam a aprendizagem docente como categoria central, que entrelaça as dimensões categoriais: trajetórias formativas, atividade docente de estudo, docência com a infância e organização do trabalho pedagógico com a infância. Quando essas dimensões são focadas, evidenciam os elementos categoriais, agrupados pelas relações internas que estabelecem, a partir das recorrências dos excertos das narrativas das egressas. Nessa tessitura, os processos formativos constitui-se elemento transversal, pois acompanha e perpassa todo o processo de se constituir na profissão. As culturas universitárias e as culturas escolares configuram-se como elementos contextuais, tendo em vista que abrangem a formação inicial e também se evidencia no retorno à instituição formativa como possibilidade de diálogo e manutenção do vínculo de estudo e investigação, complementando e problematizando as ações docentes na educação básica. Evidenciamos que a negociação, transgressão, articulação entre docentes são possíveis, tornando o espaço escolar permeável às mudanças, com processos de reflexão coletivos, deixando à vista a autoria e a criação professoral. O protagonismo compartilhado, que envolve as relações com as crianças, com os colegas, com as famílias, nos contextos de gestão da sala (de aula) e institucional, é uma meta para as egressas, que reconhecem que quando a iniciativa e a mobilização surgem de uma professora ou de um pequeno grupo, podem levar mais tempo para ser aceitas e se consolidarem na instituição, mas fortalece e instiga o desencadeamento de mudanças. Os contextos escolares geraram e ativaram as ações docentes, trazendo à discussão os saberes manifestos quanto à apropriação da cultura escrita na infância, considerando que essa é uma construção sociocultural. A finalidade dessa pesquisa, que define o campo temático, está relacionada às necessidades e às possibilidades de estudos que sustentam as relações e práticas investigativas na educação básica e educação superior, onde a problematização da docência com a infância torna-se basilar na construção e [re]significação dos saberes docentes, com a inserção profissional das egressas, configurando a aprendizagem de ser professora.porUniversidade 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/openAccessAprendizagem docenteProcessos formativosAtividade docente de estudoDocência com a InfânciaOrganização do trabalho pedagógicoTeaching learningFormative processesTeaching study activityChildhood teachingPedagogical work organizationCNPQ::CIENCIAS HUMANAS::EDUCACAOAprendizagem docente das egressas dos cursos de Pedagogia: docência com a infânciaTeaching learning of the former students of the Pedagogy course: childhood teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Powaczuk, Ana Carla Hollweghttp://lattes.cnpq.br/7081978206926650Henz, Celso Ilgohttp://lattes.cnpq.br/8841113239645760Tomazzetti, Cleonice Mariahttp://lattes.cnpq.br/4821077407620769Santos, Eliane Aparecida Galvão doshttp://lattes.cnpq.br/7953554954853301http://lattes.cnpq.br/6734024700453661Fleig, Maria Talita700800000006600500500b44424f4-3a2c-42d2-af99-762aa9d1acde72306d9f-ec24-4cee-87be-c76bb82a32cf4191fef3-e7d5-487f-a092-ca027a1ca82470a226f5-2cb4-4478-859a-30cb35f3c84b6bd6f048-e91a-455c-a216-bc6cc0ceb1dae4bbaeee-3ded-43e8-a9d1-c28e6cbf73cdreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2017_FLEIG_MARIA.pdfTES_PPGEDUCACAO_2017_FLEIG_MARIA.pdfTese de Doutoradoapplication/pdf1624844http://repositorio.ufsm.br/bitstream/1/15078/1/TES_PPGEDUCACAO_2017_FLEIG_MARIA.pdfd9d57e1636a6e36b42fc5d64732db423MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Aprendizagem docente das egressas dos cursos de Pedagogia: docência com a infância |
dc.title.alternative.eng.fl_str_mv |
Teaching learning of the former students of the Pedagogy course: childhood teaching |
title |
Aprendizagem docente das egressas dos cursos de Pedagogia: docência com a infância |
spellingShingle |
Aprendizagem docente das egressas dos cursos de Pedagogia: docência com a infância Fleig, Maria Talita Aprendizagem docente Processos formativos Atividade docente de estudo Docência com a Infância Organização do trabalho pedagógico Teaching learning Formative processes Teaching study activity Childhood teaching Pedagogical work organization CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem docente das egressas dos cursos de Pedagogia: docência com a infância |
title_full |
Aprendizagem docente das egressas dos cursos de Pedagogia: docência com a infância |
title_fullStr |
Aprendizagem docente das egressas dos cursos de Pedagogia: docência com a infância |
title_full_unstemmed |
Aprendizagem docente das egressas dos cursos de Pedagogia: docência com a infância |
title_sort |
Aprendizagem docente das egressas dos cursos de Pedagogia: docência com a infância |
author |
Fleig, Maria Talita |
author_facet |
Fleig, Maria Talita |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee1.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7081978206926650 |
dc.contributor.referee2.fl_str_mv |
Henz, Celso Ilgo |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8841113239645760 |
dc.contributor.referee3.fl_str_mv |
Tomazzetti, Cleonice Maria |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4821077407620769 |
dc.contributor.referee4.fl_str_mv |
Santos, Eliane Aparecida Galvão dos |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/7953554954853301 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6734024700453661 |
dc.contributor.author.fl_str_mv |
Fleig, Maria Talita |
contributor_str_mv |
Bolzan, Doris Pires Vargas Powaczuk, Ana Carla Hollweg Henz, Celso Ilgo Tomazzetti, Cleonice Maria Santos, Eliane Aparecida Galvão dos |
dc.subject.por.fl_str_mv |
Aprendizagem docente Processos formativos Atividade docente de estudo Docência com a Infância Organização do trabalho pedagógico |
topic |
Aprendizagem docente Processos formativos Atividade docente de estudo Docência com a Infância Organização do trabalho pedagógico Teaching learning Formative processes Teaching study activity Childhood teaching Pedagogical work organization CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching learning Formative processes Teaching study activity Childhood teaching Pedagogical work organization |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This doctorate research is in the Formation, Knowledge and Professional Development research line of the Post-graduation Program on Education of the Federal University of Santa Maria (UFSM), Rio Grande do Sul, Brazil. This study is referenced on the qualitative research principles, being characterized as a social-historical cultural narrative approach. It aims to approximate the subjectivity of the participants to the objectivity of the cultural and institutional backgrounds, historically dated. By semi structured interviews, organized by guide topics and carried on seven former students of UFSM Pedagogy Course, diurnal and nocturnal period, it seeks for understanding the learning of being teacher, regarding the childhood teaching practice by the formative processes experienced. The studies of Bakhtin (1988, 2011), Bolzan (2002, 2007, 2014, 2016), Davidov & Márkova (1987), Freitas (1998, 2002, 2007), Huberman (1992), Imbernón (2010, 2011), Isaia & Bolzan (2008, 2010, 2011); Leontiev (1978, 1984), Marcelo (1999, 2009), Sarmento (2005, 2009), Tardif (2014), and Vygostki (1991, 1995, 1996, 2001, 2011) were the references used in the theoretical and methodological approach, contributing to the comprehension of the tessitura on the teaching learning, from the narratives of former students, teachers who act or have acted on child education or on the early basic education. The finding on this research signals the teaching learning as a central category, which interlace the categorical dimensions: formative trajectory, teaching study activity, childhood teaching and organization of the pedagogical work for childhood. When these dimensions are focused, they evince the category elements, grouped by the internal relations they establish by the recurrence of the excerpt from the former student‟s narratives. In this tessitura, the formative processes were constituted as a transversal element, since it follows and passes by all the process of constituting on the profession. The university cultures and the school cultures configure itself/themselves as contextual elements, considering they comprise the initial formation and also evince the return to the formative institution with the possibility of dialogue and maintenance of the bond of study and investigation, completing and problematizing the teaching actions on primary education. We evince that the negotiation, the transgression and the articulation among teachers are possible, enabling the school environment permeable to changes, with processes of collective reflection, showing the authorship and the professorial creation. Shared protagonism, which evolves the relations with children, coworkers and families in the contexts of classroom and institutional management is a goal to the former student‟s, who recognize that when the initiative and mobilization appear from a teacher or a small group, they can take longer to be accepted and consolidated in the institution, but they fortify and instigate a change trigger. The school context created and activated teaching actions, evoking to discussion the knowledge manifested about cultural appropriation of writing in childhood, considering that this is a sociocultural construction. The propose of this research, which defines the thematic field, is related to the needs and the possibilities of studies that support the relations and investigative practices on primary and college education, where the problematization of childhood teaching becomes basic in the construction and [re]signification of teaching knowledge, with the professional insertion of former students, configuring the learning of being teacher. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-12-05 |
dc.date.accessioned.fl_str_mv |
2018-12-11T21:28:03Z |
dc.date.available.fl_str_mv |
2018-12-11T21:28:03Z |
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/1/15078 |
url |
http://repositorio.ufsm.br/handle/1/15078 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 500 500 |
dc.relation.authority.fl_str_mv |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Educação |
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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 |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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