O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/864 |
Resumo: | Result of reflections of a research developed in PPGE - Research Line: School Organization, Training and Pedagogical Practices - Federal University of Mato Grosso – UFMT(Portuguese acronym), this study sought to understand the processes of construction of teacher professional development and had the problem : as the teachers who work in the Second Cycle of public schools of basic education of Primavera do Leste - Mato Grosso have been constructing the process of professional development of teaching? The study objectives are to understand the learning experienced by these teachers to develop their classes in the second cycle, analyze the priorities set by the teachers in teaching and learning process, how they organize work in the second cycle and which mobilize knowledge to do so. Qualitative research is theoretically anchored in the literature on teacher professional development particularly where dialogued with Marcelo Garcia (1999), Nóvoa (1991, 1992, 1999, 2000, 2009) and Mizukami et al (2002), the knowledge base for education backed by Shulman (2005), learning of teaching with Mizukami (2002, 2005) and Cycle Training in Human Mainardes (2007, 2009), Fernandes (2011) and SEDUC (2000). For the development of our research we used as a tool for data collection and recording of oral narrative teaching practices. The intersection of oral narratives and images recorded practices of the teachers surveyed revealed three axes, which were guiding the data analysis. The first was approached to discuss "Understanding the process of professional development through the teaching of concepts and narratives about education in general and the teaching methods adopted by teachers in day-to-day" where the focus is on professional education in action in classroom. In the second axis discussions turned to the question "Understanding the process of teaching and learning in the second cycle through the concepts and the teachers' narratives about their students," addressing the times and spaces of knowledge construction that provides Human Cycle Training looking at the student at different levels of development. And in the third strand entitled "Contexts and professional development", the search for understanding of what challenges and opportunities were highlighted in the performance of the teachers surveyed. The analyzes showed that the teachers surveyed are at different stages of professional development in teaching their life cycles and that they built some significant learning in the context of the Human Cycle Training. There is good will and a willingness to learn from the teachers surveyed, which constitutes a major plus point. By observing the actions of the teachers surveyed, it seems that the knowledge of experience is central in their practices. As evidenced during the analysis, the teachers surveyed building came in the midst of professional development, their learning teachers. The construction of learning to teach is being set up in the intertwining of the formative process, pedagogical practices and experiences / experiments in different contexts. |
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O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humanaDesenvolvimento profissionalPráticas docentesCiclo de formação humanaCNPQ::CIENCIAS HUMANAS::EDUCACAOProfessional developmentEducational practiceTraining, human cycleResult of reflections of a research developed in PPGE - Research Line: School Organization, Training and Pedagogical Practices - Federal University of Mato Grosso – UFMT(Portuguese acronym), this study sought to understand the processes of construction of teacher professional development and had the problem : as the teachers who work in the Second Cycle of public schools of basic education of Primavera do Leste - Mato Grosso have been constructing the process of professional development of teaching? The study objectives are to understand the learning experienced by these teachers to develop their classes in the second cycle, analyze the priorities set by the teachers in teaching and learning process, how they organize work in the second cycle and which mobilize knowledge to do so. Qualitative research is theoretically anchored in the literature on teacher professional development particularly where dialogued with Marcelo Garcia (1999), Nóvoa (1991, 1992, 1999, 2000, 2009) and Mizukami et al (2002), the knowledge base for education backed by Shulman (2005), learning of teaching with Mizukami (2002, 2005) and Cycle Training in Human Mainardes (2007, 2009), Fernandes (2011) and SEDUC (2000). For the development of our research we used as a tool for data collection and recording of oral narrative teaching practices. The intersection of oral narratives and images recorded practices of the teachers surveyed revealed three axes, which were guiding the data analysis. The first was approached to discuss "Understanding the process of professional development through the teaching of concepts and narratives about education in general and the teaching methods adopted by teachers in day-to-day" where the focus is on professional education in action in classroom. In the second axis discussions turned to the question "Understanding the process of teaching and learning in the second cycle through the concepts and the teachers' narratives about their students," addressing the times and spaces of knowledge construction that provides Human Cycle Training looking at the student at different levels of development. And in the third strand entitled "Contexts and professional development", the search for understanding of what challenges and opportunities were highlighted in the performance of the teachers surveyed. The analyzes showed that the teachers surveyed are at different stages of professional development in teaching their life cycles and that they built some significant learning in the context of the Human Cycle Training. There is good will and a willingness to learn from the teachers surveyed, which constitutes a major plus point. By observing the actions of the teachers surveyed, it seems that the knowledge of experience is central in their practices. As evidenced during the analysis, the teachers surveyed building came in the midst of professional development, their learning teachers. The construction of learning to teach is being set up in the intertwining of the formative process, pedagogical practices and experiences / experiments in different contexts.Fruto de reflexões de uma pesquisa de mestrado desenvolvida no PPGE - Linha de Pesquisa: Organização Escolar, Formação e Práticas Pedagógicas - da Universidade Federal de Mato Grosso – UFMT, este trabalho buscou a compreensão dos processos de construção do desenvolvimento profissional docente e teve como problema: como as professoras que atuam no Segundo Ciclo da rede pública estadual da Educação Básica de Primavera do Leste – Mato Grosso vêm construindo o processo de desenvolvimento profissional da docência? Os objetivos do estudo são compreender as aprendizagens vivenciadas por essas professoras ao desenvolverem suas docências no segundo ciclo; Analisar as prioridades estabelecidas pelas professoras no processo de ensino aprendizagem, como estas organizam o trabalho no segundo ciclo e quais conhecimentos mobilizam para tanto. A pesquisa qualitativa ancorou-se teoricamente na literatura sobre o desenvolvimento profissional docente onde dialoguei principalmente com Marcelo Garcia (1999), Nóvoa (1991, 1992, 1999, 2000, 2009) e Mizukami et al (2002); a base de conhecimento para o ensino respaldada em Shulman (2005); aprendizagens da docência com Mizukami (2002, 2005) e o Ciclo de Formação Humana com Mainardes (2007, 2009), Fernandes (2011) e SEDUC (2000). Para o desenvolvimento de nossa pesquisa utilizamos como instrumento de coleta de dados, narrativa oral e filmagem das práticas pedagógicas. Do entrecruzamento das narrativas orais e das imagens gravadas das práticas das professoras pesquisadas, emergiram três eixos, que foram norteadores das análises dos dados. No primeiro foi abordada a discussão “Compreendendo o processo de Desenvolvimento profissional da docência por meio das concepções e narrativas sobre ensino em geral e o ensino adotado pelas professoras no dia-a-dia” onde o foco é o profissional do ensino na atuação em sala de aula. No segundo eixo as discussões se voltaram para o quesito “Compreendendo o processo de ensino-aprendizagem no segundo ciclo por meio das concepções e narrativas das professoras sobre seus alunos”, abordando os tempos e espaços de construção de conhecimentos que o Ciclo de Formação Humana propicia ao olhar para o aluno em seus diferentes níveis de desenvolvimento. E, no terceiro eixo intitulado “Contextos e desenvolvimento profissional”, a busca foi pela compreensão de quais desafios e possibilidades foram evidenciados na atuação das professoras pesquisadas. As análises demonstraram que as professoras pesquisadas se encontram em diferentes fases de desenvolvimento profissional em seus ciclos de vida docente e que elas construíram algumas aprendizagens significativas no contexto do Ciclo de Formação Humana. Existe uma boa vontade e uma intenção de aprender por parte das professoras pesquisadas, o que configura um ponto positivo importante. Ao observar as atuações das professoras pesquisadas, parece que os saberes da experiência ter centralidade em suas práticas. Como evidenciado no decorrer das análises, as professoras pesquisadas vieram construindo, no bojo do desenvolvimento profissional, suas aprendizagens docentes. A construção do aprender a ensinar vem se instituindo no entrelaçamento dos processos formativos, das práticas pedagógicas e suas vivências/experiências em contextos diversos.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMonteiro, Filomena Maria de Arrudahttp://lattes.cnpq.br/7969849041476435Monteiro, Filomena Maria de Arruda459.585.131-68http://lattes.cnpq.br/7969849041476435Fernandes, Jorcelina Elisabeth103.127.491-04http://lattes.cnpq.br/3087387830121427418.629.618-91Anunciato, Rosa Maria Moraes034.825.528-43http://lattes.cnpq.br/3064136997342775Tomasoni, Adriana2019-02-27T12:56:50Z2012-05-232019-02-27T12:56:50Z2012-04-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTOMASONI, Adriana. O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT: o aprender a ensinar no ciclo de formação humana. 2012. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2012.http://ri.ufmt.br/handle/1/864porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-10-07T10:51:31Zoai:localhost:1/864Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-10-07T10:51:31Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana |
title |
O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana |
spellingShingle |
O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana Tomasoni, Adriana Desenvolvimento profissional Práticas docentes Ciclo de formação humana CNPQ::CIENCIAS HUMANAS::EDUCACAO Professional development Educational practice Training, human cycle |
title_short |
O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana |
title_full |
O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana |
title_fullStr |
O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana |
title_full_unstemmed |
O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana |
title_sort |
O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana |
author |
Tomasoni, Adriana |
author_facet |
Tomasoni, Adriana |
author_role |
author |
dc.contributor.none.fl_str_mv |
Monteiro, Filomena Maria de Arruda http://lattes.cnpq.br/7969849041476435 Monteiro, Filomena Maria de Arruda 459.585.131-68 http://lattes.cnpq.br/7969849041476435 Fernandes, Jorcelina Elisabeth 103.127.491-04 http://lattes.cnpq.br/3087387830121427 418.629.618-91 Anunciato, Rosa Maria Moraes 034.825.528-43 http://lattes.cnpq.br/3064136997342775 |
dc.contributor.author.fl_str_mv |
Tomasoni, Adriana |
dc.subject.por.fl_str_mv |
Desenvolvimento profissional Práticas docentes Ciclo de formação humana CNPQ::CIENCIAS HUMANAS::EDUCACAO Professional development Educational practice Training, human cycle |
topic |
Desenvolvimento profissional Práticas docentes Ciclo de formação humana CNPQ::CIENCIAS HUMANAS::EDUCACAO Professional development Educational practice Training, human cycle |
description |
Result of reflections of a research developed in PPGE - Research Line: School Organization, Training and Pedagogical Practices - Federal University of Mato Grosso – UFMT(Portuguese acronym), this study sought to understand the processes of construction of teacher professional development and had the problem : as the teachers who work in the Second Cycle of public schools of basic education of Primavera do Leste - Mato Grosso have been constructing the process of professional development of teaching? The study objectives are to understand the learning experienced by these teachers to develop their classes in the second cycle, analyze the priorities set by the teachers in teaching and learning process, how they organize work in the second cycle and which mobilize knowledge to do so. Qualitative research is theoretically anchored in the literature on teacher professional development particularly where dialogued with Marcelo Garcia (1999), Nóvoa (1991, 1992, 1999, 2000, 2009) and Mizukami et al (2002), the knowledge base for education backed by Shulman (2005), learning of teaching with Mizukami (2002, 2005) and Cycle Training in Human Mainardes (2007, 2009), Fernandes (2011) and SEDUC (2000). For the development of our research we used as a tool for data collection and recording of oral narrative teaching practices. The intersection of oral narratives and images recorded practices of the teachers surveyed revealed three axes, which were guiding the data analysis. The first was approached to discuss "Understanding the process of professional development through the teaching of concepts and narratives about education in general and the teaching methods adopted by teachers in day-to-day" where the focus is on professional education in action in classroom. In the second axis discussions turned to the question "Understanding the process of teaching and learning in the second cycle through the concepts and the teachers' narratives about their students," addressing the times and spaces of knowledge construction that provides Human Cycle Training looking at the student at different levels of development. And in the third strand entitled "Contexts and professional development", the search for understanding of what challenges and opportunities were highlighted in the performance of the teachers surveyed. The analyzes showed that the teachers surveyed are at different stages of professional development in teaching their life cycles and that they built some significant learning in the context of the Human Cycle Training. There is good will and a willingness to learn from the teachers surveyed, which constitutes a major plus point. By observing the actions of the teachers surveyed, it seems that the knowledge of experience is central in their practices. As evidenced during the analysis, the teachers surveyed building came in the midst of professional development, their learning teachers. The construction of learning to teach is being set up in the intertwining of the formative process, pedagogical practices and experiences / experiments in different contexts. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-05-23 2012-04-27 2019-02-27T12:56:50Z 2019-02-27T12:56:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
TOMASONI, Adriana. O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT: o aprender a ensinar no ciclo de formação humana. 2012. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2012. http://ri.ufmt.br/handle/1/864 |
identifier_str_mv |
TOMASONI, Adriana. O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT: o aprender a ensinar no ciclo de formação humana. 2012. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2012. |
url |
http://ri.ufmt.br/handle/1/864 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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