Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Pereira, Sylvia Bachiegga Rodrigues
 |
| Orientador(a): |
Placco, Vera Maria Nigro de Souza |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| 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: |
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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/16098
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Resumo: |
Organizations have established themselves in society as informal training spaces in order to qualify professionals for specific activities, usually the subjects dealt in these training are not offered at formal training. Thus, education as means of professionalization at work is being used at organizations to obtain quicker results and guarantee market competitiveness. Therefore it is in such scenario that the role of the trainer is consolidated where he is responsible for carrying out and mediating training activities at the companies. Findings from a study done with seven professionals who took the training programs at power companies show the path taken for these individuals to constitute their identities and also show the relationship and degree of importance given to practical experience and educational knowledge for their activities. Theoretical assumptions were used on identity construction from Claude Dubar and on knowledge base for teaching from Lee Shulman and many other authors. The methodology chosen for data collection was semi-structured interviews, classroom, with the use of a previously elaborated guide. Findings were analyzed and organized in five categories that meet the target of the survey. The paths taken by the trainers are varied, quite often they are not planned, but are rewarding when taken into account that they realize how relevant the opportunity is to transform and upgrade the professional s knowledge and skills during and after the training. Identity negotiations mark this path, because when the trainers go through it they are faced with situations that are always breaking or new definitions of self end up taking place, for example, the fact of having a reference to others and at the same time not being considered for other jobs inside the organization. It was evident that content knowledge is recognized as the highest value in relation to pedagogical knowledge and most individuals do not give great importance to the "training courses for trainers" offered by their organizations, for they see the experience gained throughout the work (which builds the basis of content) and lived in the classroom (which brings forth pedagogical practice) as greater significance to their constitution as a trainer. Although the pedagogical knowledge is not acquired through formal training, the respondents consider important to take the current context of the company to the classroom in order to connect it with the subjects that will be part of the training, and the representations and analogies, in order to facilitate understanding of the content. Knowing the participant in order to adapt communication was also a factor shown to be effective in the learning process |
