Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Dezerto, Sayuri Masukawa
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| Orientador(a): |
Aguiar, Wanda Maria Junqueira de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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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/24731
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Resumo: |
According to our social commitment, in the field of Social-Historical Psychology, Critical Pedagogy and Dialectical Historical Materialism, the general objective of this dissertation is to apprehend the subjective dimension of the teacher education carried out by teacher educators who work at a Department of Education, and to constitute a proposal of Research and Teacher Education as dialectical processes towards Social Transformation, which is the proven hypothesis. This research, throughout its theoretical and methodological articulation and coherence, corresponds to a great contribution to the areas of Education and Psychology, because, among other reasons, it constitutes a qualitative leap that goes beyond the complaint and advances towards a movement of intentional intervention based on praxis when researching and educating dialectically, in order to transform the phenomena of reality, in this case the continuing teacher education. The research in focus was carried out with a group of three teacher educators who work together at the Department of Education of a city in the state of São Paulo. At the time of the data production, the researcher also worked as a teacher educator for these participants. The data were produced through the procedure of discussion groups, in five face-to-face meetings of two hours each, which resulted in about eleven hours in total, and two hundred and thirty-seven pages of transcription. It was also used a semistructured questionnaire. The data analysis was carried out through the procedure named Signification Nuclei and it shows that, throughout the process, the participants 1) rethought their role as teacher educators, going from a “model” who has to know everything to a “reference” who recognizes the need and importance of reframing knowledge and practices, and working in a collaborative way; 2) reframed the teacher education, from a “battle” to an “important ongoing process”; 3) went beyond experience and laws, and expanded their thoughts based on academic studies; 4) comprehended the institutional relationships, and planned improvements in the collaboration and articulation between the different sectors of the Department of Education; 5) started to focus the teacher education not only on the result, but also on the process, in order to qualify both; 6) analyzed, in a critical way, the procedure named Hearing, by taking a stand and becoming propositional; 7) started to conceive the continuing education as one of the alternatives for overcoming everyday problems and challenges; 8) questioned the "unquestionable" and "broke paradigms"; 9) evaluated and resumed the meetings through feedback between action and reflection; and 10) shared knowledge and practices based on the discussion of the actions of the "researcher and teacher educator". The analysis also shows that it was possible to achieve a) the dialectical development of the research and teacher education processes; b) a production of knowledge about the subjective dimension of teacher education; c) the production of a Transformative Activist Stance (TAS) from the participants, including the researcher; d) the improvement of the teacher education process which was developed by the teacher educators who were involved in this research; and e) a critical contribution to the social transformation. With this, it became possible to explicit some of the social contradictions that compose and determine the phenomenon of continuing teacher education, with emphasis on its constituent elements from a subjective nature |
