Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Villela, Renata Nicizak
 |
| Orientador(a): |
Sousa, Clarilza Prado de |
| 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
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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
|
| 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/20141
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Resumo: |
This is a work on the implementation of secondary education integrated with technical education at the Federal Educational Institute of Sciences and Technology of São Paulo (IFSP), campus Barretos. Our goal was to unveil subjective elements of the teaching activity under the perspective of psychosocial processes and of the Theory of Social Representations (TRS) (MOSCOVICI, 1978), by studying representational phenomena. Teachers are regarded as active social actors, by building social environment at the same time in which they are affected by it, in a double mediation process that organizes their subjectivities according to the perspective of the Subject-Other-Object triad. Under such vision, both the curriculum and the attempts to implement new pedagogical objectives must be regarded as a dynamic process, related not only to knowledge transfer, but most importantly to political, administrative, structural, cultural aspects of education, as well as to how the individuals involved in educational processes conceive and carry them out. The study involved data collection of the pedagogical projects of the three technical secondary education courses offered by IFSP: Farming, Food Science and Computing, as well as interviews with five of the Institute teaching coordinators. The treatment of collected data was first done through the use of Analyse Lexicale par Context d.um Ensemble de Segments de Texte software (ALCESTE) and later by using contents analysis methods under Franco Perspective (2012). Lexical analysis through ALCESTE software generated five classes: “curricular integration”, “relationships with students”, “relationship with the Institute”, “being a teacher at the Institute” and “public policies and the future”. Contents analysis under Franco Perspective (2012), on its turn, resulted in the identification of two categories: “self-other relationships” and “public policies and the future”. The data analysis resulted in the identification of representative discourses of two distinct groups of teachers in the Institute, here identified as “propedeutic subjects teachers” and “technical subjects teachers”. Each of the teacher groups shows distinct representations teacher identity as well as distinct hierarchical representations of knowledge, potentially harming interdisciplinary work at the Institute. The study of teacher subjectivity under TRS perspective proved to be fundamental to identify such duality and guide future actions on teacher training |
