Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Schechtman, Sheila
 |
| Orientador(a): |
Moraes, Maria C??ndida
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Cat??lica de Bras??lia
|
| Programa de Pós-Graduação: |
Programa Strictu Sensu em Educa????o
|
| Departamento: |
Escola de Educa????o, Tecnologia e Comunica????o
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Resumo em Inglês: |
The starting point of the current study was this researcher's own experience as a lecturer of Fundaments of Didactics for students training to become teachers. The initial idea was then corroborated by research conducted in the past decade that has suggested serious concerns about initial teacher training. Some of these concerns involve the lack of interest of young adults in following the teaching profession, the disenchantment of those who abandon the profession right after starting it and the fragmented structure of the curriculum that focus only on the disciplinary content. After realizing how serious these issues were and how they were affecting the quality of the work to be done by future teachers, this researcher, trying to understand possible ontoepistemological challenges, developed the following research question: what are the ontological, epistemological and methodological challenges that need to be overcome for a Political Pedagogic Project of an initial teacher training based on the Theories of Complexity and Transdisciplinarity to be reflected in the curricular structure and in the academics' actions? This question directed the main aim of the research, which was to reflect on the current challenges that prevent initial teacher training following the Theories of Complexity and interdisciplinarity/transdisciplinarity to develop a new curricular dynamics and pedagogic actions. After data analyses and epistemological and methodological recommendations, proposals were made aiming at putting in practice the guidelines described in the politic pedagogic project. The research, of qualitative nature, had the case study as its methodological strategy. The strategies used to obtain information were analyses of documents, semi structured interviews with managers and coordinators, and ???rodas de conversa??? with lecturers, students and alumni. The chosen fundamental theories were Complexity by Edgar Morin and Jean-Louis Le Moigne, and Transdisiplinarity, proposed by Basarab Nicolescu. To complement the theoretical dialogue, other authors were chosen, such as Maria C??ndida Moraes, Rosamaria Arnt, Paulo Freire, Ant??nio Fl??vio Moreira, Roberto Sidnei Macedo, Tadeu Silva and Willian E. Doll Jr. At the end, it was concluded that two of the greatest challenges are the rigid structure of the university and the established evaluative systems. The most impactful challenge, however, seems to be the academics' resistance to change, to dialogue and to do collaborative work. Without enough time to reflect upon their profession and the course, the academics end up repeating the same old formulas, although there are groups of lecturers who are on the vanguard and are transforming their own practices and the course. Innovation is difficult. However, even more challenging is to consolidate the new movements, since that requires boldness, perseverance and constant attention to potential fallbacks. Even so, Complexity and Transdisciplinarity are able to foment the theoretical backgrounds and reflections that will make real transformations on initial teacher training. |
| Link de acesso: |
https://bdtd.ucb.br:8443/jspui/handle/tede/2195
|
Resumo: |
The starting point of the current study was this researcher's own experience as a lecturer of Fundaments of Didactics for students training to become teachers. The initial idea was then corroborated by research conducted in the past decade that has suggested serious concerns about initial teacher training. Some of these concerns involve the lack of interest of young adults in following the teaching profession, the disenchantment of those who abandon the profession right after starting it and the fragmented structure of the curriculum that focus only on the disciplinary content. After realizing how serious these issues were and how they were affecting the quality of the work to be done by future teachers, this researcher, trying to understand possible ontoepistemological challenges, developed the following research question: what are the ontological, epistemological and methodological challenges that need to be overcome for a Political Pedagogic Project of an initial teacher training based on the Theories of Complexity and Transdisciplinarity to be reflected in the curricular structure and in the academics' actions? This question directed the main aim of the research, which was to reflect on the current challenges that prevent initial teacher training following the Theories of Complexity and interdisciplinarity/transdisciplinarity to develop a new curricular dynamics and pedagogic actions. After data analyses and epistemological and methodological recommendations, proposals were made aiming at putting in practice the guidelines described in the politic pedagogic project. The research, of qualitative nature, had the case study as its methodological strategy. The strategies used to obtain information were analyses of documents, semi structured interviews with managers and coordinators, and ???rodas de conversa??? with lecturers, students and alumni. The chosen fundamental theories were Complexity by Edgar Morin and Jean-Louis Le Moigne, and Transdisiplinarity, proposed by Basarab Nicolescu. To complement the theoretical dialogue, other authors were chosen, such as Maria C??ndida Moraes, Rosamaria Arnt, Paulo Freire, Ant??nio Fl??vio Moreira, Roberto Sidnei Macedo, Tadeu Silva and Willian E. Doll Jr. At the end, it was concluded that two of the greatest challenges are the rigid structure of the university and the established evaluative systems. The most impactful challenge, however, seems to be the academics' resistance to change, to dialogue and to do collaborative work. Without enough time to reflect upon their profession and the course, the academics end up repeating the same old formulas, although there are groups of lecturers who are on the vanguard and are transforming their own practices and the course. Innovation is difficult. However, even more challenging is to consolidate the new movements, since that requires boldness, perseverance and constant attention to potential fallbacks. Even so, Complexity and Transdisciplinarity are able to foment the theoretical backgrounds and reflections that will make real transformations on initial teacher training. |
