Formação de professores no projeto LPPE: as concepções reveladas nos discursos dos docentes

Detalhes bibliográficos
Ano de defesa: 2007
Autor(a) principal: BEZERRA, Dagmar Dnalva da Silva lattes
Orientador(a): SOUZA, Ruth Catarina Cerqueira Ribeiro de lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Goiás
Programa de Pós-Graduação: Mestrado em Educação
Departamento: Ciências Humanas
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/1995
Resumo: This thesis aims to understand the education views, the formation and the teacher in the LPPE (Portuguese acronym for State Parceled out Full Licenciatura degree) Project as well as in the participants discourses of this formation program. The Project has been developed in Parceled out Licenciatura degree, in a fast way, with the goal of forming a reflexive teacher, having in mind the practice as a generator of reflection. The research, in the Formation and Teacher Professionalization investigation area of study in the School of Education, was made through a bibliographic revision of theorists such as BRZEZINSKI, CONTRERAS, DIAS SOBRINHO, LIBÂNEO, LOUREIRO, PIMENTA and others; documental analyses of the LPPE Project and the national legislation; and, field research and case study through structured interview in the University Campus of the Goiás State University and in a state school, both in Aparecida de Goiânia, Goiás. The data from the research were analyzed under the perspective of the dialectic-historical materialism. The comprehended conceptions revealed that the Project was implemented as an answer to the in force legislation without, however, forming the concept of reflexibility in the teacher.