Significados da pesquisa segundo alunos e professores de um curso de pedagogia

• Ano de defesa: 2006
• Autor(a) principal: Ens, Romilda Teodora
• Orientador(a): André, Marli Eliza Dalmazo Afonso de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Concepção de pesquisa; Formação de professores; Pesquisa da prática pedagógica; Educacao; Pratica de ensino; Professores > Formacao profissional; Pesquisa
• Palavras-chave em Inglês: Research conception; Teachers formation; Research on pedagogical practices
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16244

ABSTRACT This investigation analyses the different concepts of research identified in a program for teachers formation and looks for the meaning given by professors and undergraduate students to the Research on Pedagogical Practice present in the curricula of a Pedagogy Course. The study considered the different forms of organization in the Institution responsible for the formation, in the implementation of the proposal, as well as in the participation of the members in the process of formation which places the research as the linking axis between teaching and administrating. The theoretical backup is based on André (1991, 1995, 1997 e 2001), Beillerot (1997), Lüdke (2000, 2001), Sacristán (1998 e 1999), Garcia (1999), Contreras (2002), Imbernón (2002), Gatti (2003) e Fiorentini (2004). The use of the qualitative approach proceedings of document analysis, semi-structured interviews and focus group were privileged. The Pedagogical Proposal for the course and the Guidelines for the Research on Pedagogical Practice discipline were analyzed; six semi-structured interviews with professors from the course and two meetings with the focus group composed of fourteen students of the last semester of the course were made. The data aroused from those proceedings reveal possibilities and limits for the investigated subject. The possibilities show that the time invested in the implementation of the proposal played a decisive role in the development of the reflexive attitude among professors and undergraduate students. The understanding that the discipline of Research on Pedagogical Practice is a space not only to think and analyze school practices - specially the teaching and administrating practices for Educação Infantil (pre-school) and Séries Iniciais do Ensino Fundamental (Elementary School) - but also to develop professional skills. The limits indicate the urge for the Institution to keep on investing in the formation of its staff, especially by designating study periods for the group of professors and the need of articulation between the research on pedagogical practice and the initiation to scientific research program. The analysis of the results showed that the meaning given by the involved reinforce the formation perspective, that is, of a professional that develops a critical-reflexive attitude towards the pedagogical practices