Professoras reflexivas: um esforço consciente e voluntário

• Ano de defesa: 2023
• Autor(a) principal: Duarte, Eliane
• Orientador(a): Biotto, Patricia Aparecida
• Banca de defesa: Biotto, Patricia Aparecida , Silva, Ana Paula Ferreira da , Roggero, Rosemary , Giovanni, Luciana Maria , Lauriti, Nádia Conceição
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: pensar reflexivo; professor reflexivo; John Dewey; formação de professores; saberes docentes
• Palavras-chave em Inglês: reflective thinking; reflective teacher; John Dewey; teacher training; teaching knowledge
• Palavras-chave em Espanhol: pensamiento reflexivo; profesor reflexivo; John Dewey; formacíon docente; saberes del docente
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3454

This research proposes as its object of study the process of composing reflective thinking by two teachers, intertwined with a path of life experience and training as researchers in the Professional Master's program, combined with their professional practice. From the object of study, some questions emerged that motivated and guided the development of this research: What is the importance of academic knowledge as another opportunity to rethink teaching work? What types of knowledge are mobilized in the process of reflective thinking within and about teaching practice? What phenomena from school and personal life trajectories influence as obstacles or facilitators for them to become reflective teachers? With the presented questions, the general objective was delimited to identify the process of constituting reflective thinking in a Pedagogical Assistant and a Coordinator of Educational Services who are pursuing a Master's degree. The specific research objectives are as follows: to recognize specific dispositions of life and educational trajectories in school and university that can be identified as facilitators or obstacles to reflective thinking about teaching practice; to determine how the participants value and use the knowledge resulting from their own academic research and how they articulate their knowledge production with the school and its projects before and during the experience of being regular Master's students. Assuming that the systematic process of inquiry and reflection can become the main learning for a teacher throughout their training process, and considering that this is not inherent to human nature but rather a conscious and voluntary effort, our hypothesis is that a teacher's conscious effort to undertake the process of academic research-based inquiry into their professional practice would make the constitution of the reflective thinking process achievable for them. The participants were two teachers in the roles of Pedagogical Assistant and Coordinator of Educational Services, enrolled in a Master's program in Management and Professional Practices. Based on the presented objectives, the research was then conducted using a phenomenological approach, through the formation of sociological portraits, according to the studies of Bernard Lahire. In addition to the sociological portraits, data from the analysis of video recordings of training meetings with daycare pedagogical assistants and early years teachers conducted by the research participants were used. The data were analyzed to identify the process of reflective thinking in light of John Dewey's theory and the constitution of teaching knowledge based on Maurice Tardif's work. The results of the empirical process allowed for the confirmation that within the multidimensional context of training in the professional Master's program, acting as researchers, research-based training, and professional practice, the two participants experienced the process of reflective thinking. The knowledge they produced in the Master's program served as a foundation for their actions in their professional practice, and this knowledge was further enhanced during the research-based training phase. Dispositions in feeling, acting, and thinking were identified as facilitators and obstacles when analyzing reflective thinking about teaching practice. Through the data analysis process, a type of knowledge not mentioned by the authors emerged, which is the knowledge to "form".