Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Melo, Kênia Abbadia de
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| Orientador(a): |
Alves, Wanderson Ferrreira
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| Banca de defesa: |
Alves, Wanderson Ferreira,
Lima, Daniela da Costa Britto Pereira,
Joazeiro, Edna Maria Goulart,
Silva, Mariana Veríssimo Soares de Aguiar e,
Gabassa, Vanessa |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação (FE)
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| Departamento: |
Faculdade de Educação - FE (RG)
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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: |
http://repositorio.bc.ufg.br/tede/handle/tede/9637
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Resumo: |
This thesis discusses the work of teachers within the framework of the mandatory curricular internship, using as the theme in this study the relationship between work, learning, and knowledge. Considering the mandatory internship in the Pedagogy course of two public institutions of higher education in the state of Goiás, it seeks to understand through the following set of social actors - university teachers, school teachers and student teachers - how the relation between working, learning, and knowing during the internship in the initial formation of teachers, carried out in City elementary schools. It is characterized as a multiple case study and has as its fundamental theoretical-methodological basis the ergological approach of the work. Forty-one subjects, including trainee teachers, trainee supervisors and interns participated in the study. The field research was accomplished through moments of observation, interviews and some conversations made based on photographs taken by the teacher of the student teachers. The thesis is structured in three chapters. The first chapter, initially, reflects on the university as a fundamental space of formation. Then, it analyzes the work, in general, and the teaching work based on the assumptions of Ergology. The second chapter gives a brief analysis of the process of teacher professionalization and discusses the learning and knowledges that characterize the exercise of the teacher profession. The third chapter, after a brief description of the institutionalized antecedent norms in the course of Pedagogy and the Required Curricular Internship, presents the subjects of the research, the data collected, proceeds to the analysis of these data and presents the results, to answer the questions that guided the investigation. As main conclusions, the study points to the stage as an important moment in initial teacher training. A time that, despite the difficulties and limitations, has a significant potential to enable the apprehension of the formative aspects considered essential for the exercise of teaching. The participants of the study emphasize as essential, the formative aspects directed to the pedagogical practice carried out in the classroom, the formative aspects directed to the child and its learning process and the formative aspects directed to the school. Through the theoretical-methodological effort undertaken, the research allowed to give visibility to the work activity of the elementary school teacher and to the knowledge derived from this activity. However, considering the enigmatic nature of the work activity, in general, and the specificity of the work activity of the teacher the study highlights the epistemological, ethical and organizational complexities inherent in the relation between work, learning, and knowledge in the scope of the internship. Complexities that need to be faced in view of the risk of carrying out formative processes that cannot put into dialogue the knowledge derived from experience, activity of the teacher that works in elementary education and theoretical-conceptual knowledge. In this sense, the study highlights the importance of a collective effort aimed at the accomplishment of a cooperative and dialogical work of formation. |
