Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
França, Odila Amélia Veiga
 |
| Orientador(a): |
Fazenda, Ivani Catarina Arantes |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/9803
|
Resumo: |
background of the researcher, rescued by memory. It has to do with a thesis originated from the pedagogic fact experienced by the pupil Jairo, in the teaching of reading and writing in his early stages of the literacy process, in an Emergency Multi-series School, situated in the countryside of the municipality of Sete Barras, São Paulo State, southern region of the Vale do Ribeira, in 1968. The problem of the research, or even the restlessness of the researcher in her first search, is then formulated. In which sense, can the inter-disciplinary theory, taken as theoretical illumination of the study of the pedagogic fact, justify the discussion over the researcher s disciplinary educational background, a researcher nowadays? Can also explain the relationship of both the teacher and pupil with knowledge? Can fertilize the ways of the best teaching qualification to the educators generations? This research has as its main purpose to take experience as an object of study as a means of carrying out a critical analysis of the effects of a literacy action related to the disciplinary educational background of the researcher. It aims at fecundating the originating elements of the pedagogic fact, analyze its most enhanced traces in epistemological, method as well as political - pedagogical dimensions confronted with the educational reality of the context analyzed, in order to find senses and meanings of the experiences here put to the light of the inter-disciplinary and phenomenological science. Due to the contributions of the study for the initial and continued educational background of teachers from the basic education, it is possible to recognize the social, theoretical and political-pedagogic relevance of the research. The researcher defends the idea that satisfying results in the teaching and learning process, as well as pupil s performance evaluation is closely related to the quality of teacher s educational background.it is understood that looking at the educational reality as a problem, is, before being a salutary exercise, it is a duty and ethical attitude of any educator. A teaching desired to be rethought and qualified, has primarily to probe its senses and meanings in favor of the historical and socio-cultural quality of the community it serves. Considering the nature and singularity of the inter-disciplinary research, it is forcedly necessary to respect its amplitude and broadness of its theoretical field, interweaving it to other aspects of knowledge such as life history, teacher s education background, and dialogical education with the possibility of freeing the human being, and at last, education based on the fundamentals of Phenomenology and self-knowledge |
