Trajetos formativos de docentes da EBPTT: reflexões a partir do curso de licenciatura em computação

• Ano de defesa: 2017
• Autor(a) principal: Santos, Juliani Natalia dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Profissional e Tecnológica; Colégio Técnico Industrial de Santa Maria
• Palavras-chave em Português: Trajetos formativos; Saberes docentes; Educação profissional e tecnológica; Formative paths; Teacher knowledge; Professional and technological education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/18708

This study, entitled "Training Paths of EBPTT Teachers: Reflections from the Degree in Computing", is part of the research line Teaching Training for Professional and Technological Education of the Post-Graduation Program in Professional and Technological Education of the University Federal de Santa Maria / CTISM and in the research group of initial and continuing teacher training - MAGMA. Its objective is to understand how the training paths and the teaching knowledge to perform in Basic Technical and Technological Professional Education in a Degree in Computer Science are constituted, given the following problem: how are the training paths and the teaching knowledge to act in the Basic Professional and Technological Education in a Degree in Computer Science? In this sense, it was intended to map the different training specificities of these teachers, in addition to listing which knowledge is triggered by the research collaborators, in view of the analysis of the teaching representations for this group of teachers. The methodology was based on a qualitative research of explanatory character, being carried out through the life narratives and the formation of six (06) professors of the Degree in Computing of an Institute of Education, Science and Technology of RS, through interviews with open and semi-structured questions, collected individually. The analysis of the data followed the assumptions of the Categorical Content Analysis Thematic, being possible to observe that there is an infinity of knowledge diffused in the aforementioned course and that the different training paths establish different professions and unique forms of interaction with the field of professional performance.