Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Serra, Valéria da Silva
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| Orientador(a): |
Ronca, Antonio Carlos Caruso
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| 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: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| 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://repositorio.pucsp.br/jspui/handle/handle/31005
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Resumo: |
The general objective of the present research is to analyze the Continuing Education of Technological Education teachers in an educational institution in the State of São Paulo. A qualitative research was carried out with data collected through semistructured interviews, having as subjects teachers of an institution of Technological Higher Education. We sought, through language, to analyze the speeches of the subjects interviewed about their capacity to handle technological resources in educational practices and their positions regarding Continuing Education. The interviews gave us the necessary resources to study the development of the teaching career through Content Analysis, a procedure that allowed us to build four categories: Reasons for choosing the teaching profession, Continuing Education Project, The performance of teaching, and Technological Resources. The first category allowed us to verify that the choice for the teaching profession is made by "inspirations" built during childhood by the performance of another teacher. In the second category, the interviewed subjects demonstrated protagonism and restrictions in their Continuing Education. The third category showed that teaching is done through the construction of interaction, student-teacher, teacher-student, through activities and educational actions in the classroom. In the fourth and last category, the subjects provided indicators to reflect on the infrastructure, maintenance and appropriation of technological resources in the educational context. The research allowed us to indicate weaknesses evidenced by teachers regarding the use of technologies in pedagogical practices |
