Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Miranda, Helga Porto
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| Orientador(a): |
Feldmann, Marina Graziela
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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: Currículo
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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/23994
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Resumo: |
The initial training of in-service teachers is a challenge in the face of the provocations of training the professional who is inserted in the context of performance, has experiences and pedagogical practices, but which still lack academic training, which contributes to the expansion of knowledge theorists who base their practice, allow for considerations in pedagogical actions. Aiming to reflect on the training of teachers in the profession, developed by the National Plan for the Training of Teachers of Basic Education (Parfor), I present as a guiding goal: What is the meaning and formative contributions of the Parfor / Uneb Program, for (re) construction of the pedagogical practice of the teacher in practice, in the teaching routine? Considering the curriculum, the articulation between theory and practice and systematization of action and reflection in the daily life in which academic teachers are inserted. In order to seek answers to this question, our study presented as a general objective: To analyze the meaning and contributions of the training of Parfor / Uneb academic teachers, for the (re) construction of their pedagogical practice. And as specific objectives: Unveil the contributions of undergraduate education to subjects who were already part of school life; Analyze the curriculum of the Degree in Pedagogy / Parfor / Uneb, identifying the elements that define, differentiate and constitute it; Investigate what academic teachers point out about the contribution of training to reframe their practice. The context that constituted the research was the Degree in Pedagogy / Parfor / Uneb, developed in the municipality of Gentio do Ouro / Ba. The subjects involved were academic professors working in the profession, who were taking a degree in Pedagogy / Parfor / Uneb. The methodology proposed to guide this study is based primarily on the theoretical conceptions of the qualitative approach, as it understands that it can provide the development of this work, by illustrating different possibilities of ways of construction in data analysis. The research was developed using procedures for mapping research carried out with the theme, bibliographic study, document analysis, field research with semi-structured interviews and discussion group. We carried out in two interdependent phases: First we compose the bibliographic research and document analysis on the referred field of study, based on authors: Alves e André (2013), Brzezinski (2014, 2018), Brzezinski and Leal (2019), Feldmann (2009, 2017) , Gatti (2014) Gatti et al. (2019), Marcelo García (1999), Mizukammi (2002, 2010), Nóvoa (2009, 2012, 2013), Pimenta (1994,2006), Pimenta and Lima (2004) Roldão (2007, 2008), Gimeno Sacristán (1999, 2000, 2013), among others, who endorsed our research. The second moment was an investigation of the phenomenon, in which it was sought to identify how the implementation of Parfor at Uneb was, the contributions of training, its weaknesses and potential, through semi-structured interview with the advisor of special programs, linked the Pro Rectory of Graduation (Prograd), the local coordination of the Program linked to the University, with teacher teachers and the holding of a discussion group with academic teachers. We consider that the training of the acting teacher in the Parfor / Uneb Program, contributed to the construction / deconstruction / reconstruction of the pedagogical practice of the acting teachers. As a public policy for teacher education, much remains to be done. However, it has reached teachers in the most distant municipalities of that State and has contributed to teacher training and public education |
