Saberes docentes, afetividade e formação inicial: um elo possível para educação

• Ano de defesa: 2020
• Autor(a) principal: Monteiro, Luana
• Orientador(a): Fortunato, Ivan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGEd-So
• Palavras-chave em Português: Afetividade; Saber docente; Formação de professores.; Affection; Know teaching; Teacher training.
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/12388

With this dissertation, we propose to carry out a theoretical and reflective investigative movement seeking to demonstrate affectivity as something inherent in the educational process. We explain the general objectives of understanding and reflecting the affective dimension as knowledge of teaching practice, and its relationship in the process of initial teacher education. The methodological paths of the research are guided by the qualitative approach, since it makes it possible to understand the different social interactions, the representations and meanings attributed by the subjects who experience these interactions, therefore allowing the investigation of the sensitive, which resides in affectivity, taken recursively as a starting point and arrival of our study. For the development of the investigative path, the dissertation was structured in two parts: (1) the constitution of the systematic survey of national theses and dissertations about the relationship between Teacher Knowledge, Affectivity and the Initial Teacher Training, registered in the Bank of Theses and Capes' dissertations, guided the delimitation of theoretical research contributions; (2.) the bibliographic review on the affectivity and the knowledge of the teaching practice, the contributions of the theoretical references on the affectivity present in school practice, in the teacher-student interaction, as an inseparable element to the development of teaching learning, as well as, of knowledge produced in the field of initial teacher training. At the end, we base, in an argumentative argumentative sequence, affectivity as a knowledge of practice, necessary to the training process centered on the knowledge of teachers.