Formação do professor especialista: um desafio pedagógico?

• Ano de defesa: 2008
• Autor(a) principal: Granville, Cristiane Diello
• Orientador(a): Engers, Maria Emilia Amaral
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; PROFESSORES - ATUAÇÃO PROFISSIONAL; PROFESSORES - FORMAÇÃO PROFISSIONAL; APRENDIZAGEM; MEDIAÇÃO; PEDAGOGIA
• Link de acesso: http://hdl.handle.net/10923/2821

This research aimed in investigating how the teachers’ performance inside the classroom, in the place of a learning mediator, was influenced by their formation, their life experience, and their personal profile. In order to achieve the results, objectives were proposed, such as analyzing the personal and professional path of the specialized teachers, who teach 5th to 8th grade from Middle School and High School. The participants were recommended by the students, as the educators who make more or less difference in their learning. There was wanted to know how this difference is reflected on their life experience, their creeds, their profile, their conceptions and their formation, and how these factors interfere in their pedagogical practice. The investigation was characterized as having a case study’s approach connected to qualitative paradigm. The fundamental theoretical reference is based on Feuerstein, Dewey, Schön, Nóvoa and Tavares. This made possible the reflection about the importance of mediation, resilience, and reflexive formation in the docent development, analyzing the deep indissociable relationship between the person and the professional. There was used a closed questionnaire, observations and semi-structured interview, subjected to the analysis of content (Engers 1987). The results revealed that the more the docents show themselves as complete personally developed people, the better their students perceive a pedagogical practice that touches positively their learning. According to the results showed by the data analysis and the theoretical support developed in the thesis, it is evident that the resilience and the reflexive formation can be composed as effective tools on teachers’ formation. These factors, when taken into consideration, can result in specialized teachers who are more committed to the pedagogical processes, and who reveal characteristics of learning effective mediators. This research’s contribution, by the comprehension and interpretation of its results, emphasizes the importance of continuing formation programs that seek for developing teachers in their professional and personal dimensions, with competence and technical, pedagogical and humane skills.