A entrevista reflexiva a partir do registro de observação : possibilidades na formação continuada de professores
| Ano de defesa: | 2007 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Uberlândia
BR Programa de Pós-graduação em Psicologia Ciências Humanas UFU |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Link de acesso: | https://repositorio.ufu.br/handle/123456789/17276 |
Resumo: | One of the biggest challenges that the educational carrier faces is the fact that the institutional politics implemented by the formation agencies, do not propitiate means that assist, in fact, the demands in the teacher s formation to act close to all students. Nowadays, the models of continuous formation offered to the teachers, have not guaranteid an effective discussion about the theoretical aspects involved in the teaching and learning process, nor a significant change in the quality of these professional s pedagogic practice. Study and change work experiences, more than modernizing knowledge, illuminating doults, it propitiates an understanding of situations and it facilitates the effective construction of a to do pedagogic , an action that is learned in the day-to-day practice and that is constituted of reflections between the teacher and its pairs. The thematic involving the processes of practice appeared in my research horizon as an important phenomenon to be investigated. Associated to the importance of the theme, I saw the prospective chance to establish a link being pedagogic and psychological aspects of the phenomenon that are constituted as a field of knowledge construction between the Pedagogy and Development and Learning process Psychology. In this sense, this study had, as objective, to evaluate if the strategy of the Reflexive Interview, starting from the Registration of Observation ERROb, can contribute in a significant way to the process of transformation of the teacher s of initial series of the fundamental teaching pedagogic practice, tends as theoretical reference of analysis, the discussion and Bioecoligical s Theory of the Human Development, developed by Urie Bronfenbrenner. In the study, participated three teachers of the first grade, of a school of the municipal public net. Along one year and a half, periodic visits were accomplished for the accomplishment of ERROb(s) and the observations in field. The interviews were audiorecorded and, later on transcribed, creating texts that will be constituted in the main source of data and the analysis had been accomplished inside of Grounded Theory parameters. In, relation to the conclusions the present study facilitated us to affirm that, ERROb is constituted as an important strategy of investigation and psycoeducational intervention, that could contribute in a significant way to the process of teacher s continuous formation especially for those of the initial series of the Fundamental Teaching. The analysis showed us that, as they modify the think and acting in classroom in function of the participation in ERROb(s), the teachers tried the occurrence of transformations that they verified in relationship to the interaction that they had with its students, with the schools professionals and with the student s parents; the construction of the affective tie established among those members and in relation with the organization of with activities in class room. In this way, we can affirm that, the Reflexive Interview starting from the Registration of Observation is really constituted of an efficient strategy of investigation and psycoeducational intervention on the process of teacher s continuous formation, and could be a significant usefulness for the educator in its supervision work and orientation of the pedagogic practice. |