Vivências de estagiários de licenciaturas e contextos emergentes na educação básica
Ano de defesa: | 2019 |
---|---|
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 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/1/19308 |
Resumo: | This study inserts itself in the research line of Formation, Knowledges and Professional Development, of the postgraduate program in Education from the Federal University of Santa Maia (UFSM). This study aims to comprehend how three graduation courses interns constitute themselves as teachers from the experiences with basic school students and their contexts. The main theorists that contributes with the reflections within this research into scope of teacher formation are: Bolzan (2001, 2006, 2008), Bolzan and Isaia (2006), Isaia and Bolzan (2006, 2007a, 2007b, 2008, 2009, 2010, 2018), Isaia, Bolzan and Maciel (2011), Isaia (2003a, 2003b), Marcelo Garcia (1999), Morosini (2006), Diniz Pereira (2007), Fiorentini (2008), Mizukami (2002), Sarmento (1994), Zabalza (2004), and others. With regards to emerging contexts we utilized: Bolzan (2016), Morosini (2006, 2014), Libâneo (2002), RIES (2009,2013), Dalla Corte (2017), Kenski (2013). To discuss the internship Pimenta e Lima (2004, 2011) was used. The study is characterized as a qualitative research developed from a sociocultural narrative approach built by Bolzan (2001, 2006), starting from the studies of Vygotski (1993, 1994, 1995), Bauer and Gaskell (2002), Clandinin and Conelly (2011), Flick (2004, 2009), Minayo (2009) and Denzin (2005). For data collection, narrative interviews had been utilized, starting with guided topics directed to basic school students learning. The descriptive interpretative process of the findings were based on the students narratives, to what permitted the construction of a big category: Formative course, which is constituted by three dimensions, the learning of teaching: the teacher’s self build up, supervised internships as a initial formation space and basic education and emerging contexts. Those dimensions where organized from many categorical elements. In that sense, it became evident during the study that the internships comprehend these emerging contexts being everyday school's challenges. Into their narratives they express the difficulties encountered through the supervised internship, highlighting the state schools infrastructure precariousness and lack of materials. Inclusion also is manifested by the subjects, when they report the teacher's and management unpreparedness to handle the inclusion in the context, indicating that a "false inclusion" exists within the educational institutions. Also, the interns recognize the importance of the formative spaces offered by the University for the learning of teaching. They express the need to have a curricular reorganization in the teacher formation courses that make it possible a greater participation of students in the formative spaces with extra-curricular experiences. The interns also manifest the necessity of a higher involvement from the teachers/advisors in the school context. The accomplished study and the findings discussions allow understanding a little more what the intern’s conceptions about the emerging contexts are and how this theme is problematized within the initial formation courses and how does the formation of those subjects happen from what is offered by the university. |
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2020-01-07T14:55:59Z2020-01-07T14:55:59Z2019-07-31http://repositorio.ufsm.br/handle/1/19308This study inserts itself in the research line of Formation, Knowledges and Professional Development, of the postgraduate program in Education from the Federal University of Santa Maia (UFSM). This study aims to comprehend how three graduation courses interns constitute themselves as teachers from the experiences with basic school students and their contexts. The main theorists that contributes with the reflections within this research into scope of teacher formation are: Bolzan (2001, 2006, 2008), Bolzan and Isaia (2006), Isaia and Bolzan (2006, 2007a, 2007b, 2008, 2009, 2010, 2018), Isaia, Bolzan and Maciel (2011), Isaia (2003a, 2003b), Marcelo Garcia (1999), Morosini (2006), Diniz Pereira (2007), Fiorentini (2008), Mizukami (2002), Sarmento (1994), Zabalza (2004), and others. With regards to emerging contexts we utilized: Bolzan (2016), Morosini (2006, 2014), Libâneo (2002), RIES (2009,2013), Dalla Corte (2017), Kenski (2013). To discuss the internship Pimenta e Lima (2004, 2011) was used. The study is characterized as a qualitative research developed from a sociocultural narrative approach built by Bolzan (2001, 2006), starting from the studies of Vygotski (1993, 1994, 1995), Bauer and Gaskell (2002), Clandinin and Conelly (2011), Flick (2004, 2009), Minayo (2009) and Denzin (2005). For data collection, narrative interviews had been utilized, starting with guided topics directed to basic school students learning. The descriptive interpretative process of the findings were based on the students narratives, to what permitted the construction of a big category: Formative course, which is constituted by three dimensions, the learning of teaching: the teacher’s self build up, supervised internships as a initial formation space and basic education and emerging contexts. Those dimensions where organized from many categorical elements. In that sense, it became evident during the study that the internships comprehend these emerging contexts being everyday school's challenges. Into their narratives they express the difficulties encountered through the supervised internship, highlighting the state schools infrastructure precariousness and lack of materials. Inclusion also is manifested by the subjects, when they report the teacher's and management unpreparedness to handle the inclusion in the context, indicating that a "false inclusion" exists within the educational institutions. Also, the interns recognize the importance of the formative spaces offered by the University for the learning of teaching. They express the need to have a curricular reorganization in the teacher formation courses that make it possible a greater participation of students in the formative spaces with extra-curricular experiences. The interns also manifest the necessity of a higher involvement from the teachers/advisors in the school context. The accomplished study and the findings discussions allow understanding a little more what the intern’s conceptions about the emerging contexts are and how this theme is problematized within the initial formation courses and how does the formation of those subjects happen from what is offered by the university.Este estudo insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-graduação em Educação, da Universidade Federal de Santa Maria (UFSM). Tem como objetivo compreender como os estagiários de três cursos de licenciaturas se constituem professores a partir das experiências com estudantes da escola básica e seus contextos. Os principais teóricos que contribuem com as reflexões desta pesquisa no âmbito da formação de professores são: Bolzan (2001, 2006, 2008), Bolzan e Isaia (2006), Isaia e Bolzan (2006, 2007a, 2007b, 2008, 2009, 2010, 2018), Isaia, Bolzan e Maciel (2011), Isaia (2003a, 2003b), Marcelo Garcia (1999), Morosini (2006), Diniz Pereira (2007), Fiorentini (2008), Mizukami (2002), Sarmento (1994), Zabalza (2004), entre outros. No que tange aos contextos emergentes, utilizamos: Bolzan (2016), Morosini (2006, 2014), Libâneo (2002), RIES (2009,2013), Dalla Corte (2017), Kenski (2013). Para discutir os estágios, utilizamos Pimenta e Lima (2004, 2011). O estudo caracteriza-se como uma pesquisa qualitativa desenvolvida a partir de uma abordagem narrativa sociocultural construída por Bolzan (2001, 2006), a partir dos estudos de Vygotski (1993,1994, 1995), Bauer e Gaskell (2002), Clandinin e Conelly (2011), Flick (2004, 2009), Minayo (2009) e Denzin (2005). Para a coleta de dados, utilizamos entrevistas narrativas, a partir de tópicos-guia direcionados à aprendizagem dos estudantes na educação básica. Para o processo descritivo interpretativo dos achados, partimos das narrativas dos estudantes, o que permitiu a construção de uma grande categoria: percurso formativo, a qual é constituída por três dimensões, a aprendizagem da docência: o construir-se professor, os estágios supervisionados como espaço de formação inicial e educação básica e contextos emergentes. Estas dimensões foram organizadas por meio de diversos elementos categoriais. Nesse sentido, evidenciamos, ao longo do estudo, que os estagiários compreendem os contextos emergentes como sendo os desafios do cotidiano escolar. Expressam em suas narrativas as dificuldades encontradas ao longo do estágio supervisionando, destacando a precariedade da infraestrutura das escolas estaduais e a falta de materiais. A inclusão também é manifestada pelos sujeitos, quando relatam o despreparo dos professores e da gestão escolar para lidar com a inclusão no contexto, indicando que existe uma “falsa inclusão” nas instituições de ensino. Os estagiários reconhecem, ainda, a importância dos espaços formativos ofertados pela universidade para a aprendizagem da docência. Expressam a necessidade de haver uma reorganização curricular nos cursos de formação de professores que possibilite uma maior participação dos estudantes nos espaços formativos com experiências extracurriculares. Os estagiários também manifestam a necessidade de haver um maior envolvimento dos professores/orientadores no contexto escolar. O estudo realizado e as discussões dos achados permitem-nos compreender um pouco mais quais são as concepções dos estagiários sobre os contextos emergentes e como esse tema é problematizado nos cursos de formação inicial e como acontece a formação destes sujeitos a partir do que é ofertado na universidade.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/openAccessFormação inicialEducação superiorAprendizagem docenteEducação básicaEstágio supervisionadoInitial formationHigher educationTeacher learningBasic educationSupervised internshipCNPQ::CIENCIAS HUMANAS::EDUCACAOVivências de estagiários de licenciaturas e contextos emergentes na educação básicaDegree’s interns experiences and emerging contextsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Santos, Eliane Aparecida Galvão doshttp://lattes.cnpq.br/7953554954853301Powaczuk, Ana Carla Hollweghttp://lattes.cnpq.br/7081978206926650http://lattes.cnpq.br/0827344246006709Trindade, Thais Pulgatti700800000006600b44424f4-3a2c-42d2-af99-762aa9d1acde91f0609a-4df9-4536-a03d-a3eb498e8882ddd99aad-8399-4502-8529-1b0fb48445ad8acfc380-e673-4d2a-ac24-024158304008reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Vivências de estagiários de licenciaturas e contextos emergentes na educação básica |
dc.title.alternative.eng.fl_str_mv |
Degree’s interns experiences and emerging contexts |
title |
Vivências de estagiários de licenciaturas e contextos emergentes na educação básica |
spellingShingle |
Vivências de estagiários de licenciaturas e contextos emergentes na educação básica Trindade, Thais Pulgatti Formação inicial Educação superior Aprendizagem docente Educação básica Estágio supervisionado Initial formation Higher education Teacher learning Basic education Supervised internship CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Vivências de estagiários de licenciaturas e contextos emergentes na educação básica |
title_full |
Vivências de estagiários de licenciaturas e contextos emergentes na educação básica |
title_fullStr |
Vivências de estagiários de licenciaturas e contextos emergentes na educação básica |
title_full_unstemmed |
Vivências de estagiários de licenciaturas e contextos emergentes na educação básica |
title_sort |
Vivências de estagiários de licenciaturas e contextos emergentes na educação básica |
author |
Trindade, Thais Pulgatti |
author_facet |
Trindade, Thais Pulgatti |
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 |
Santos, Eliane Aparecida Galvão dos |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7953554954853301 |
dc.contributor.referee2.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7081978206926650 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0827344246006709 |
dc.contributor.author.fl_str_mv |
Trindade, Thais Pulgatti |
contributor_str_mv |
Bolzan, Doris Pires Vargas Santos, Eliane Aparecida Galvão dos Powaczuk, Ana Carla Hollweg |
dc.subject.por.fl_str_mv |
Formação inicial Educação superior Aprendizagem docente Educação básica Estágio supervisionado |
topic |
Formação inicial Educação superior Aprendizagem docente Educação básica Estágio supervisionado Initial formation Higher education Teacher learning Basic education Supervised internship CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Initial formation Higher education Teacher learning Basic education Supervised internship |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study inserts itself in the research line of Formation, Knowledges and Professional Development, of the postgraduate program in Education from the Federal University of Santa Maia (UFSM). This study aims to comprehend how three graduation courses interns constitute themselves as teachers from the experiences with basic school students and their contexts. The main theorists that contributes with the reflections within this research into scope of teacher formation are: Bolzan (2001, 2006, 2008), Bolzan and Isaia (2006), Isaia and Bolzan (2006, 2007a, 2007b, 2008, 2009, 2010, 2018), Isaia, Bolzan and Maciel (2011), Isaia (2003a, 2003b), Marcelo Garcia (1999), Morosini (2006), Diniz Pereira (2007), Fiorentini (2008), Mizukami (2002), Sarmento (1994), Zabalza (2004), and others. With regards to emerging contexts we utilized: Bolzan (2016), Morosini (2006, 2014), Libâneo (2002), RIES (2009,2013), Dalla Corte (2017), Kenski (2013). To discuss the internship Pimenta e Lima (2004, 2011) was used. The study is characterized as a qualitative research developed from a sociocultural narrative approach built by Bolzan (2001, 2006), starting from the studies of Vygotski (1993, 1994, 1995), Bauer and Gaskell (2002), Clandinin and Conelly (2011), Flick (2004, 2009), Minayo (2009) and Denzin (2005). For data collection, narrative interviews had been utilized, starting with guided topics directed to basic school students learning. The descriptive interpretative process of the findings were based on the students narratives, to what permitted the construction of a big category: Formative course, which is constituted by three dimensions, the learning of teaching: the teacher’s self build up, supervised internships as a initial formation space and basic education and emerging contexts. Those dimensions where organized from many categorical elements. In that sense, it became evident during the study that the internships comprehend these emerging contexts being everyday school's challenges. Into their narratives they express the difficulties encountered through the supervised internship, highlighting the state schools infrastructure precariousness and lack of materials. Inclusion also is manifested by the subjects, when they report the teacher's and management unpreparedness to handle the inclusion in the context, indicating that a "false inclusion" exists within the educational institutions. Also, the interns recognize the importance of the formative spaces offered by the University for the learning of teaching. They express the need to have a curricular reorganization in the teacher formation courses that make it possible a greater participation of students in the formative spaces with extra-curricular experiences. The interns also manifest the necessity of a higher involvement from the teachers/advisors in the school context. The accomplished study and the findings discussions allow understanding a little more what the intern’s conceptions about the emerging contexts are and how this theme is problematized within the initial formation courses and how does the formation of those subjects happen from what is offered by the university. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-07-31 |
dc.date.accessioned.fl_str_mv |
2020-01-07T14:55:59Z |
dc.date.available.fl_str_mv |
2020-01-07T14:55:59Z |
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 |
http://repositorio.ufsm.br/handle/1/19308 |
url |
http://repositorio.ufsm.br/handle/1/19308 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
b44424f4-3a2c-42d2-af99-762aa9d1acde 91f0609a-4df9-4536-a03d-a3eb498e8882 ddd99aad-8399-4502-8529-1b0fb48445ad 8acfc380-e673-4d2a-ac24-024158304008 |
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 |
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Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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