Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Pereira, Socorro Aparecida Cabral |
| Orientador(a): |
Lucena, Simone de Ferreira |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Pós-Graduação em Educação
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| 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://ri.ufs.br/jspui/handle/riufs/11874
|
Resumo: |
In the broader contemporary society observations, we notice a series of transformations that are affecting the way we work, organize, relate and learn, from new communication and education spaces. In this scenario, the research sought to understand how online education can contribute for the Professional Development on Initiation to Teaching in research-training contexts. We seek to understand the training roaming of fifteen scholarship holders of Pibid/Pedagogy from UESB of Jequié. The methodological approach used is the research-training proposed by Macedo (2006), Santos (2005), which shows as a main feature the importance of the researcher to experience reflections about the training process together with the investigation subjects, and, thus to maximize fertile moments of training on what was experienced, perceived, narrated and felt in the roaming during the work. In line with research-training on cyberculture, we use the epistemological assumptions of complexity and multireferentiality, seeking to break with the vision of a Cartesian-Newtonian science, and to move towards a conception that had been based on the multidimensionality and the plurality of phenomena. We also discuss the concept of Professional Development as a Training Project and we opt by the terminology Training for Teacher Professional Development, understanding this concept inserted in Initial Training as professional practice (RAMALHO; NUÑES; GAUTHIER, 2004), refuting therefore a conception of training based on technical rationality assumptions centered in the idea that the teacher is an executor/reproducer and consumer of professional knowledge of the scientific areas. Three subsumption notions emerged in the research-training roaming in online education: self narratives and otherness processes; that unfolded in: narratives of pre-professional sources; narratives of initiation to teaching; and narratives about the change process. The collaborative work powered as a network, namely: collective reflections; interactive process; content sharing; dilemmas and ethnomethods on initiation to teaching, namely: classroom complexity X classroom management; diagnoses made X literacy practices. Therefore, we conclude that Training for Professional Development and online Education potentialize communication practices as self space narratives, collaboration and reflection about the experiences lived in the process. |
