Trajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivos
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/17893 |
Resumo: | This thesis is in line “Formação, Saberes e Desenvolvimento profissional” from – Programa de PósGraduação em Educação da Universidade Federal de Santa Maria. Thus, the research, that is now explicit, part of the research problem "that representations of professors, in postgraduate, has had professors working in PPG and how these representations has resulted in their professional performance?". To this end, I sought to know the imaginary meanings of a group of professors, working in a PPG in education, about their performance in postgraduate, as well as individual and collective desires of those professors regarding the training of graduates of the same; to identify training places for professors who work in postgraduate; to know the possible devices of professors in postgraduate and eventually characterize the specifics of professors work in postgraduate. To realize these goals, outlined a qualitative study with eight teachers from a Brazilian postgraduate program. After collecting the data, they were analyzed, on hermeneutic perspective from Gadamer (1997). It results in five large blocks of dialogue, namely: representations of teaching performance in postgraduate; individual and collective goals of professors in the program; training places for professors active in PG; teacher training devices in PG, and specificities of teaching in the context of postgraduate studies. With this analytical perspective, I realized that professors working in postgraduate occupy in the collective imagination that context, a place distinct from the other teachers, although, in general, there is no objective convergent regarding the training of graduates course, research, and the overvaluation of the same are among elements that most be those professionals closed. Specifically with regard to teacher training places engaged in postgraduate, I could not establish a social place as the specific context of professor engaged in PG. What I realize is that there seem to be many informal places for training of these professionals, and they still live quite artisan paradigm in training of these professor-researchers. It is important to highlight, the same way that the postgraduate constitutes a space par excellence, equipped with various devices to teacher training, the professionals who work in such a context explicit difficulty finding a time and a space to qualify their professors doings. It is unanimous, among the professors, that competitiveness and individualism lived in the context of PG hinder the joint construction of knowledge. Maybe, it is because of this, that when dropout rates and exchange guidance in PPG are analyzed, they are so significant. Finally, it is relevant to conclude, signaling that, despite the postgraduate constitute primary locus of knowledge building, still lacks systematic studies and programs regarding the monitoring of postgraduate students as well as ex students of the program. Similarly, PG needs research and programs in order to optimize the quality of life of professors and requires continuous training processes established for these professionals. |
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2019-08-12T13:29:54Z2019-08-12T13:29:54Z2013-02-28http://repositorio.ufsm.br/handle/1/17893This thesis is in line “Formação, Saberes e Desenvolvimento profissional” from – Programa de PósGraduação em Educação da Universidade Federal de Santa Maria. Thus, the research, that is now explicit, part of the research problem "that representations of professors, in postgraduate, has had professors working in PPG and how these representations has resulted in their professional performance?". To this end, I sought to know the imaginary meanings of a group of professors, working in a PPG in education, about their performance in postgraduate, as well as individual and collective desires of those professors regarding the training of graduates of the same; to identify training places for professors who work in postgraduate; to know the possible devices of professors in postgraduate and eventually characterize the specifics of professors work in postgraduate. To realize these goals, outlined a qualitative study with eight teachers from a Brazilian postgraduate program. After collecting the data, they were analyzed, on hermeneutic perspective from Gadamer (1997). It results in five large blocks of dialogue, namely: representations of teaching performance in postgraduate; individual and collective goals of professors in the program; training places for professors active in PG; teacher training devices in PG, and specificities of teaching in the context of postgraduate studies. With this analytical perspective, I realized that professors working in postgraduate occupy in the collective imagination that context, a place distinct from the other teachers, although, in general, there is no objective convergent regarding the training of graduates course, research, and the overvaluation of the same are among elements that most be those professionals closed. Specifically with regard to teacher training places engaged in postgraduate, I could not establish a social place as the specific context of professor engaged in PG. What I realize is that there seem to be many informal places for training of these professionals, and they still live quite artisan paradigm in training of these professor-researchers. It is important to highlight, the same way that the postgraduate constitutes a space par excellence, equipped with various devices to teacher training, the professionals who work in such a context explicit difficulty finding a time and a space to qualify their professors doings. It is unanimous, among the professors, that competitiveness and individualism lived in the context of PG hinder the joint construction of knowledge. Maybe, it is because of this, that when dropout rates and exchange guidance in PPG are analyzed, they are so significant. Finally, it is relevant to conclude, signaling that, despite the postgraduate constitute primary locus of knowledge building, still lacks systematic studies and programs regarding the monitoring of postgraduate students as well as ex students of the program. Similarly, PG needs research and programs in order to optimize the quality of life of professors and requires continuous training processes established for these professionals.Esta tese se insere na linha “Formação, Saberes e Desenvolvimento profissional” do – Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Assim, a investigação, que ora se explicita, parte do problema de pesquisa “que representações de docência, na pós-graduação, os professores atuantes num PPG têm construído acerca dos seus fazeres e como essas representações repercutem na sua atuação profissional?”. Para tal, procurei conhecer as significações imaginárias de um grupo de docentes, atuantes num PPG em educação, acerca de sua atuação na pós-graduação; conhecer os desejos individuais e coletivos desses docentes no que tange à formação dos egressos desse Programa; identificar os lugares de formação de docentes que atuam na pós-graduação; conhecer os possíveis dispositivos de formação do professor atuante na pós-graduação; e, por fim, caracterizar as especificidades do trabalho docente na pós-graduação. No intuito de concretizar esses objetivos, delineei uma pesquisa qualitativa com oito professores de um programa de pós-graduação em educação de uma universidade federal brasileira. Após a coleta dos dados, os mesmos foram analisados, sob os pressupostos da hermenêutica na perspectiva de Gadamer (1997,2005). De tal análise resultaram cinco grandes blocos de interlocução, quais sejam: representações acerca da atuação docente na pós-graduação; objetivos individuais e coletivos dos docentes no programa; lugares de formação dos professores atuante na PG; dispositivos de formação do professor atuante na PG; e especificidades do trabalho docente no contexto da pós-graduação. Com essa perspectiva de análise, pude perceber que os professores atuantes na pós-graduação ocupam, no imaginário coletivo daquele contexto, um lugar distinto dos demais professores; apesar de, em geral, não existir um objetivo convergente no que tange à formação dos egressos do curso. A pesquisa e a supervalorização da mesma estão dentre os elementos que mais aproximam esses profissionais. Especificamente quanto aos lugares de formação dos professores, que atuam na pósgraduação, não consegui, nessa pesquisa, estabelecer um lugar social como contexto específico da formação. O que pude perceber é que parecem existir espaços informais de formação desses profissionais; percebi, ainda, que existe um paradigma bastante artesanal na formação desses professores-pesquisadores. É importante destacar que, do mesmo modo que a pós-graduação se constitui num espaço por excelência, dotado de vários dispositivos de formação de professores, os profissionais que atuam em tal contexto explicitam dificuldades de encontrar um tempo e um espaço para qualificar seus fazeres docentes. É unânime, dentre os pronunciamentos dos colaboradores, que a competitividade e o individualismo vivido no contexto da PG atrapalham a construção conjunta de saberes. Talvez, seja em função disso que, quando se analisa os índices de evasão e trocas de orientação, no PPG, o número é significativo. Por fim, cabe concluir, sinalizando que, apesar da pósgraduação se constituir em lócus primordial de construção de conhecimentos, esse espaço formativo ainda carece de estudos e programas sistemáticos no que tange ao acompanhamento dos pósgraduandos, bem como dos egressos do programa. Do mesmo modo, a PG necessita de investigações e programas com vistas a potencializar a qualidade de vida dos docentes, como também necessita de processos de formação contínua estabelecidos para esses profissionais.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPós-graduaçãoFormação de professoresPedagogia universitáriaProdutividadeDispositivos de formaçãoGraduateTeacher educationUniversity pedagogyProductivityTraining devicesCNPQ::CIENCIAS HUMANAS::EDUCACAOTrajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivosFormative paths and representations of postgraduate professors: a look from the imaginary and devicesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085Peres, Lúcia Maria Vazhttp://lattes.cnpq.br/5496470672226677Esteves, Maria Manuela Francohttp://lattes.cnpq.br/8840818938072473Bolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023http://lattes.cnpq.br/3260077562370842Brancher, Vantoir Roberto700800000006600ca9563a9-2cbb-4742-8e58-d43cd90953666998a6c4-4169-4436-babb-4ac7b5c56b9230cd8727-1224-45f6-af7d-bc3ec476064b6a24d1cc-1a04-4bab-afe9-e7b6bfee56c24502039a-af58-41a8-b247-74a8966c0a20reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2013_BRANCHER_VANTOIR.pdfTES_PPGEDUCACAO_2013_BRANCHER_VANTOIR.pdfTese de Doutoradoapplication/pdf1269971http://repositorio.ufsm.br/bitstream/1/17893/1/TES_PPGEDUCACAO_2013_BRANCHER_VANTOIR.pdf320025f43ebe808deaed3dfd14f3cd15MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Trajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivos |
dc.title.alternative.eng.fl_str_mv |
Formative paths and representations of postgraduate professors: a look from the imaginary and devices |
title |
Trajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivos |
spellingShingle |
Trajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivos Brancher, Vantoir Roberto Pós-graduação Formação de professores Pedagogia universitária Produtividade Dispositivos de formação Graduate Teacher education University pedagogy Productivity Training devices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Trajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivos |
title_full |
Trajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivos |
title_fullStr |
Trajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivos |
title_full_unstemmed |
Trajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivos |
title_sort |
Trajetos e representações de docentes da pósgraduação: um olhar a partir dos imaginários e dos dispositivos |
author |
Brancher, Vantoir Roberto |
author_facet |
Brancher, Vantoir Roberto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3628223248832085 |
dc.contributor.referee1.fl_str_mv |
Peres, Lúcia Maria Vaz |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5496470672226677 |
dc.contributor.referee2.fl_str_mv |
Esteves, Maria Manuela Franco |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8840818938072473 |
dc.contributor.referee3.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3260077562370842 |
dc.contributor.author.fl_str_mv |
Brancher, Vantoir Roberto |
contributor_str_mv |
Oliveira, Valeska Maria Fortes de Peres, Lúcia Maria Vaz Esteves, Maria Manuela Franco Bolzan, Doris Pires Vargas |
dc.subject.por.fl_str_mv |
Pós-graduação Formação de professores Pedagogia universitária Produtividade Dispositivos de formação |
topic |
Pós-graduação Formação de professores Pedagogia universitária Produtividade Dispositivos de formação Graduate Teacher education University pedagogy Productivity Training devices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Graduate Teacher education University pedagogy Productivity Training devices |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis is in line “Formação, Saberes e Desenvolvimento profissional” from – Programa de PósGraduação em Educação da Universidade Federal de Santa Maria. Thus, the research, that is now explicit, part of the research problem "that representations of professors, in postgraduate, has had professors working in PPG and how these representations has resulted in their professional performance?". To this end, I sought to know the imaginary meanings of a group of professors, working in a PPG in education, about their performance in postgraduate, as well as individual and collective desires of those professors regarding the training of graduates of the same; to identify training places for professors who work in postgraduate; to know the possible devices of professors in postgraduate and eventually characterize the specifics of professors work in postgraduate. To realize these goals, outlined a qualitative study with eight teachers from a Brazilian postgraduate program. After collecting the data, they were analyzed, on hermeneutic perspective from Gadamer (1997). It results in five large blocks of dialogue, namely: representations of teaching performance in postgraduate; individual and collective goals of professors in the program; training places for professors active in PG; teacher training devices in PG, and specificities of teaching in the context of postgraduate studies. With this analytical perspective, I realized that professors working in postgraduate occupy in the collective imagination that context, a place distinct from the other teachers, although, in general, there is no objective convergent regarding the training of graduates course, research, and the overvaluation of the same are among elements that most be those professionals closed. Specifically with regard to teacher training places engaged in postgraduate, I could not establish a social place as the specific context of professor engaged in PG. What I realize is that there seem to be many informal places for training of these professionals, and they still live quite artisan paradigm in training of these professor-researchers. It is important to highlight, the same way that the postgraduate constitutes a space par excellence, equipped with various devices to teacher training, the professionals who work in such a context explicit difficulty finding a time and a space to qualify their professors doings. It is unanimous, among the professors, that competitiveness and individualism lived in the context of PG hinder the joint construction of knowledge. Maybe, it is because of this, that when dropout rates and exchange guidance in PPG are analyzed, they are so significant. Finally, it is relevant to conclude, signaling that, despite the postgraduate constitute primary locus of knowledge building, still lacks systematic studies and programs regarding the monitoring of postgraduate students as well as ex students of the program. Similarly, PG needs research and programs in order to optimize the quality of life of professors and requires continuous training processes established for these professionals. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-02-28 |
dc.date.accessioned.fl_str_mv |
2019-08-12T13:29:54Z |
dc.date.available.fl_str_mv |
2019-08-12T13:29:54Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/17893 |
url |
http://repositorio.ufsm.br/handle/1/17893 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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