Repercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?o
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/6885 |
Resumo: | This qualitative research aimed to understand the repercussions of participation at "Pro-Literacy Mathematics? Program" in the professional identity in a group of 18 teachers from the early years of elementary school in Maranh?o?s state.To collect data, they were used questionnaires, semi-structured interviews, documents related to the course and memorials built by the teachers during the formation. It was applied Discursive Textual Analysis (MORAES; GALIAZZI, 2011) to analyze the data, established in four stages. The first one was text?s organization (corpus) that emerged from the collected data. After that, it was consituted unitarization of meaning elements to the research and extracted from the corpus. After analyzing the unitarization and grouping them by common ideas four categories emerged: (1) Teachers? perceptions on mathematical knowledge and the child's learning; (2) Teacher's Pedagogical work and his inclusion at the student's context; (3) Pro-Literacy course as improvement of pedagogical practice; and (4) Personal experiences and formation of professional teaching identity. From the outlined categories were developed metatexts with the discussion of the results obtained in the research. It is noticed that continuing education is considered by teachers as an incentive to upgrade to the use of pedagogical practices closer to the reality of students. Teachers declare that is needed to teachers and students recognize the process of teaching and learning mathematics as something practical and reflective. It is noticed that the student's motivation also motivates the teacher. The course presentation strategy, with periodic face meetings, is well assimilated by the participants, as it enables the interaction between course participants. Life experiences and the profession are supported to form their identity. It was concluded that continuing education is a very positive opportunity to the teacher to review various aspects related to the exercise of their activities and contribute to establish their professional identity. |
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Gessinger, Rosana Maria378.084.940-20http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4774933Z9446.857.853-04http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4259333E5Oliveira Filho, Vicente Henrique de2016-08-10T11:56:34Z2016-03-16http://tede2.pucrs.br/tede2/handle/tede/6885This qualitative research aimed to understand the repercussions of participation at "Pro-Literacy Mathematics? Program" in the professional identity in a group of 18 teachers from the early years of elementary school in Maranh?o?s state.To collect data, they were used questionnaires, semi-structured interviews, documents related to the course and memorials built by the teachers during the formation. It was applied Discursive Textual Analysis (MORAES; GALIAZZI, 2011) to analyze the data, established in four stages. The first one was text?s organization (corpus) that emerged from the collected data. After that, it was consituted unitarization of meaning elements to the research and extracted from the corpus. After analyzing the unitarization and grouping them by common ideas four categories emerged: (1) Teachers? perceptions on mathematical knowledge and the child's learning; (2) Teacher's Pedagogical work and his inclusion at the student's context; (3) Pro-Literacy course as improvement of pedagogical practice; and (4) Personal experiences and formation of professional teaching identity. From the outlined categories were developed metatexts with the discussion of the results obtained in the research. It is noticed that continuing education is considered by teachers as an incentive to upgrade to the use of pedagogical practices closer to the reality of students. Teachers declare that is needed to teachers and students recognize the process of teaching and learning mathematics as something practical and reflective. It is noticed that the student's motivation also motivates the teacher. The course presentation strategy, with periodic face meetings, is well assimilated by the participants, as it enables the interaction between course participants. Life experiences and the profession are supported to form their identity. It was concluded that continuing education is a very positive opportunity to the teacher to review various aspects related to the exercise of their activities and contribute to establish their professional identity.Esta pesquisa, de natureza qualitativa, teve como objetivo geral compreender as repercuss?es da participa??o no Programa ?Pr?-Letramento em Matem?tica? na identidade profissional de um grupo de 18 docentes dos anos iniciais do Ensino Fundamental no estado do Maranh?o. Para coletar os dados, utilizaram-se question?rios, entrevistas semiestruturadas, documentos relacionados ao curso realizado e memoriais constru?dos pelos docentes ao longo da forma??o. Utilizou-se a An?lise Textual Discursiva (MORAES; GALIAZZI, 2011) para explorar os dados obtidos, aplicada em quatro etapas. A primeira delas foi a organiza??o do texto (corpus), decorrente da coleta de dados. A seguir, constituiu-se a unitariza??o de elementos de significado para a pesquisa e extra?dos do corpus. Do agrupamento dos elementos de significado por ideias-comuns emergiram quatro categorias: (1) Percep??es dos docentes sobre ensino, conhecimento matem?tico e a aprendizagem da crian?a; (2) Trabalho pedag?gico do docente e sua inser??o no contexto do estudante; (3) O curso Pr?-Letramento como aperfei?oamento da pr?tica pedag?gica; e (4) Experi?ncias pessoais e forma??o da identidade profissional do docente. Das categorias delineadas foram elaborados metatextos com a discuss?o dos resultados obtidos na pesquisa. Constata-se que a forma??o continuada ? considerada pelos docentes como est?mulo ? atualiza??o para o uso de pr?ticas pedag?gicas mais pr?ximas ? realidade dos discentes. Os professores declaram que ? preciso docente e discente reconhecerem o processo de ensino e aprendizagem matem?tico como algo pr?tico e reflexivo. Percebe-se que a motiva??o do aluno tamb?m motiva o professor. A estrat?gia de apresenta??o do curso, com encontros presenciais peri?dicos, ? bem assimilada pelos participantes, j? que possibilita a intera??o entre os cursistas. As experi?ncias de vida e o exerc?cio da profiss?o s?o o suporte para formar a sua identidade. Conclui-se que a forma??o continuada ? uma oportunidade muito positiva para o professor rever v?rios aspectos relacionados ao exerc?cio das suas atividades e que contribuem para constituir a sua identidade profissional.Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-08-10T11:56:34Z No. of bitstreams: 1 DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf: 1909182 bytes, checksum: 8799bc2b183d09e984593a4d3c30301f (MD5)Made available in DSpace on 2016-08-10T11:56:34Z (GMT). No. of bitstreams: 1 DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf: 1909182 bytes, checksum: 8799bc2b183d09e984593a4d3c30301f (MD5) Previous issue date: 2016-03-16Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/165946/DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?ticaPUCRSBrasilFaculdade de F?sicaEDUCA??O CONTINUADAEDUCA??O A DIST?NCIAPROFESSORES - ATUA??O PROFISSIONALEDUCA??OCIENCIAS HUMANAS::EDUCACAORepercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?oinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis3565627554998330423600600600600937894448747421802-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILDIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf.jpgDIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf.jpgimage/jpeg5093http://tede2.pucrs.br/tede2/bitstream/tede/6885/5/DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf.jpga6de807c8ecb503b864b3d9404d14f4bMD55TEXTDIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf.txtDIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf.txttext/plain196527http://tede2.pucrs.br/tede2/bitstream/tede/6885/4/DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf.txtd5b7f0e9abe5d2054c5cb9789b2fe25eMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/6885/3/license.txt5a9d6006225b368ef605ba16b4f6d1beMD53ORIGINALDIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdfDIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdfapplication/pdf1909182http://tede2.pucrs.br/tede2/bitstream/tede/6885/2/DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf8799bc2b183d09e984593a4d3c30301fMD52tede/68852016-08-10 12:00:42.142oai:tede2.pucrs.br:tede/6885QXV0b3JpemHDp8OjbyBwYXJhIFB1YmxpY2HDp8OjbyBFbGV0csO0bmljYTogQ29tIGJhc2Ugbm8gZGlzcG9zdG8gbmEgTGVpIEZlZGVyYWwgbsK6OS42MTAsIGRlIDE5IGRlIGZldmVyZWlybyBkZSAxOTk4LCBvIGF1dG9yIEFVVE9SSVpBIGEgcHVibGljYcOnw6NvIGVsZXRyw7RuaWNhIGRhIHByZXNlbnRlIG9icmEgbm8gYWNlcnZvIGRhIEJpYmxpb3RlY2EgRGlnaXRhbCBkYSBQb250aWbDrWNpYSBVbml2ZXJzaWRhZGUgQ2F0w7NsaWNhIGRvIFJpbyBHcmFuZGUgZG8gU3VsLCBzZWRpYWRhIGEgQXYuIElwaXJhbmdhIDY2ODEsIFBvcnRvIEFsZWdyZSwgUmlvIEdyYW5kZSBkbyBTdWwsIGNvbSByZWdpc3RybyBkZSBDTlBKIDg4NjMwNDEzMDAwMi04MSBiZW0gY29tbyBlbSBvdXRyYXMgYmlibGlvdGVjYXMgZGlnaXRhaXMsIG5hY2lvbmFpcyBlIGludGVybmFjaW9uYWlzLCBjb25zw7NyY2lvcyBlIHJlZGVzIMOgcyBxdWFpcyBhIGJpYmxpb3RlY2EgZGEgUFVDUlMgcG9zc2EgYSB2aXIgcGFydGljaXBhciwgc2VtIMO0bnVzIGFsdXNpdm8gYW9zIGRpcmVpdG9zIGF1dG9yYWlzLCBhIHTDrXR1bG8gZGUgZGl2dWxnYcOnw6NvIGRhIHByb2R1w6fDo28gY2llbnTDrWZpY2EuCg==Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2016-08-10T15:00:42Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Repercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?o |
title |
Repercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?o |
spellingShingle |
Repercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?o Oliveira Filho, Vicente Henrique de EDUCA??O CONTINUADA EDUCA??O A DIST?NCIA PROFESSORES - ATUA??O PROFISSIONAL EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
title_short |
Repercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?o |
title_full |
Repercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?o |
title_fullStr |
Repercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?o |
title_full_unstemmed |
Repercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?o |
title_sort |
Repercuss?es de um curso de forma??o continuada ? dist?ncia na constitui??o da identidade profissional de um grupo de professores do ensino fundamental no Maranh?o |
author |
Oliveira Filho, Vicente Henrique de |
author_facet |
Oliveira Filho, Vicente Henrique de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gessinger, Rosana Maria |
dc.contributor.advisor1ID.fl_str_mv |
378.084.940-20 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4774933Z9 |
dc.contributor.authorID.fl_str_mv |
446.857.853-04 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4259333E5 |
dc.contributor.author.fl_str_mv |
Oliveira Filho, Vicente Henrique de |
contributor_str_mv |
Gessinger, Rosana Maria |
dc.subject.por.fl_str_mv |
EDUCA??O CONTINUADA EDUCA??O A DIST?NCIA PROFESSORES - ATUA??O PROFISSIONAL EDUCA??O |
topic |
EDUCA??O CONTINUADA EDUCA??O A DIST?NCIA PROFESSORES - ATUA??O PROFISSIONAL EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This qualitative research aimed to understand the repercussions of participation at "Pro-Literacy Mathematics? Program" in the professional identity in a group of 18 teachers from the early years of elementary school in Maranh?o?s state.To collect data, they were used questionnaires, semi-structured interviews, documents related to the course and memorials built by the teachers during the formation. It was applied Discursive Textual Analysis (MORAES; GALIAZZI, 2011) to analyze the data, established in four stages. The first one was text?s organization (corpus) that emerged from the collected data. After that, it was consituted unitarization of meaning elements to the research and extracted from the corpus. After analyzing the unitarization and grouping them by common ideas four categories emerged: (1) Teachers? perceptions on mathematical knowledge and the child's learning; (2) Teacher's Pedagogical work and his inclusion at the student's context; (3) Pro-Literacy course as improvement of pedagogical practice; and (4) Personal experiences and formation of professional teaching identity. From the outlined categories were developed metatexts with the discussion of the results obtained in the research. It is noticed that continuing education is considered by teachers as an incentive to upgrade to the use of pedagogical practices closer to the reality of students. Teachers declare that is needed to teachers and students recognize the process of teaching and learning mathematics as something practical and reflective. It is noticed that the student's motivation also motivates the teacher. The course presentation strategy, with periodic face meetings, is well assimilated by the participants, as it enables the interaction between course participants. Life experiences and the profession are supported to form their identity. It was concluded that continuing education is a very positive opportunity to the teacher to review various aspects related to the exercise of their activities and contribute to establish their professional identity. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-10T11:56:34Z |
dc.date.issued.fl_str_mv |
2016-03-16 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://tede2.pucrs.br/tede2/handle/tede/6885 |
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por |
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por |
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3565627554998330423 |
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600 600 600 600 |
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937894448747421802 |
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-240345818910352367 |
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openAccess |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica |
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PUCRS |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de F?sica |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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