Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Penteado, Maria Emiliana Lima
 |
| Orientador(a): |
Aguiar, Wanda Maria Junqueira de |
| 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://tede2.pucsp.br/handle/handle/20566
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Resumo: |
In this research, we had as a general aim the understanding of the subjective dimension of Teaching, considering the analysis of the meanings produced by teachers and managers about “being a teacher”, during a research and training process. In order to achieve this aim, we analyzed and interpreted the meanings produced by the participants, approximately 40 professionals, among teachers and managers, about teaching, produced during the meetings with researchers from the group known as GADS (Grupo Atividade Docente e Subjetividade). It enrolled two public school (one controlled by the state and other controlled by the city) which deals with basic education in the city of São Paulo. The theoretical framework had as a start up the Vigotski thought (2004, 2007, 2009) and his followers. We also appealed to contemporary authors who deepened and expanded the studies in the area of the Socio-Historical Psychology (AGUIAR, 2006; BOCK; GONÇALVES, 2009; AGUIAR; BOCK, 2016) and of the Historical-Critical Pedagogy (SAVIANI, 2003, 2004, 2006; LIBÂNEO, 1990; PIMENTA, 1994). In order to get the data, we used as methodological instrument “reflective sessions”, whose conduction has as reference the PCCol (Pesquisa Crítica de Colaboração) (MAGALHÃES, 2007, 2009, 2011, 2012). Further, in order to get information, we uses institutional documents, field impression reports, search group meeting registers and email texts sent by the researchers, along this research. To analyze and interpret the data, we used the Meaning Cores (Núcleos de Significação – NS) (AGUIAR; OZELLA, 2006, 2013; AGUIAR; SOARES; MACHADO, 2015). The interpretative and explanatory analysis of the meanings produced by the participants, with the help of the category Subjective Dimension, showed constitutive aspects of one Subjective Dimension of Teaching, specifically from the two studied school units, as: the school daily life, even alienating, cannot be understood as deterministic to the point of defining all educators as alienated; the horizontal relations, that is, among pairs, tend to be considered reliable, as opposed to verticalized ones, when there is one representative person of a superior “power”; the collective work has been revealed as a need to teaching, denying the tendency to the individualism, an attributed feature to teaching; the experiences of educators in their schooling process and academic background constitute the way of being a teacher and may be important for them to appropriate historical mediations. This thesis also contributes to give visibility to the critical process of the collective production of a purpose of Research and Training from GADS; to give evidences to the use of the Subjective Dimension category as a powerful resource for the analysis of the educational process and to identify, in the analytical process, the phenomenon known as Mediation Question (Questão Mediadora – QM). We defeat that the Subjective Dimension of Teaching of the participants, as a product derived from the action of these individuals in school and in education, also can be modified by them. We state that the educators, with the specific aid and in favorable objective conditions, can produce new meanings about teaching, expanding their vision of world and society, appropriating the constitutive mediations of the concrete reality, thus being able to advance to higher levels of human development |
