Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Marques, Eveline Ignácio da Silva
 |
| Orientador(a): |
Feldmann, Marina Graziela |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/19436
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Resumo: |
The thesis presented arises from reflections on the lack of articulation of theory and practice in initial teacher training courses in higher education in Brazil, resulting in the misunderstanding of the concept of teaching. The objective of this research was to identify the PIBID contributions in initial teacher training at a private, philanthropic and confessional institution located in the city of Bauru, state of São Paulo, having as categories of analysis the theory-practice articulation and the understanding of the concept of teaching. The specific objectives were to: describe / discuss initial training policies for teachers in Brazil after the Law of Guidelines and Bases of National Education No. 9394 of December 20, 1996 (LDB 9.394 / 96); explain concepts, objectives and organization of PIBID; conceptualize teaching work; explain the theory-practice relationship in initial teacher training and the implications of curriculum in this process; analyze PIBID contributions to the development of the theory-practice relationship and to the construction of a concept of teaching. The development of this research was justified initially due to the fact that PIBID is an initial training policy of teachers in Brazil and, as such, it should be evaluated and analyzed so that one can verify its contributions to teacher training. It is also justified for we have as analytical categories the understanding of the teaching concept and the theory-practice articulation in initial formation, and when we analyze the objectives of PIBID, we realize the intention of seeking this understanding and articulation. The methodological procedures used in the research favor a qualitative approach of reflective nature, with descriptive, analytical and interpretive purpose. The research methods used were literature in te area, documentary and field research, using questionnaires as tools for gathering information. The methodological theoretical framework was based mainly on studies by Alves-Mazzotti and Gewandsznajder (1999), Bodgan and Biklen (1999), Burbules and Torres (2004), Chizzotti (2010), Chizzotti and Ponce (2012), Dezin and Lincoln (2007 ), Feldmann (2003, 2008, 2009 and 2013), Feldmann and D'Água (2009), Garcia (1999), Gil (2010), Gimeno Sácristan (1998, 1999, 2000 and 2007), Hamilton (1992), Imbernón (2013), Malta (2010), Mizukami (2013), Nadal (2009), Noffs (2013), Noffs and Feldmann (2013), Pérez Gómez (1998), Sánchez Vázquez (2011), Santos and Matos (1999) Severino (2002), Tardif (2010), Tardif and Lessard (2012), as well as legal and documentary references underlying the PIBID. The final considerations go on to show that the PIBID contributes to the understanding of the concept of teaching work, in coordination with the relationship theory-practice, not only for undergraduate students, but also with the paradigms of educators involved in the process ( teachers of IES, schools, management team, among others), making their own practices to be put into question, to be resignified and understood, resulting in a qualitative improvement in initial training and continuing education of teachers of basic education and of private higher education institutions |
