Saberes docentes: fundamentos da prática no ensino técnico
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) |
Texto Completo: | http://repositorio.ifam.edu.br/jspui/handle/4321/331 |
Resumo: | The research sought to objectify the knowledge that guides the teaching practice in technical education, in the sense of identifying which are these fundamental knowledge built through the experience of teaching technical knowledge, seeking to verify the existence of a pattern in the didactic practice of these teachers and from these to propose teaching principles for technical education. The aim of these objectives is to understand what the literature presents on topics such as teacher training and teacher training for technical education trends in teacher training historical context of professional education philosophical and pedagogical principles for technical education; specificity of the technical know - how teachers and teaching knowledge in the technical education We direct our sample to the teaching subjects that do not have a degree and act in the teaching of technical subjects in the area of Agricultural Sciences in technical courses of middle level of IFAM - Campus Manaus Zona Leste. This qualitative research intends to minimize the lack of explanatory theories about the guiding principles of teaching practice in technical education, which justified the use of the Theory Based on Data, which seeks, from the data, to construct substantive level theory to explain the phenomena under study. For this, we used the semi-double interview and participant observation with the aid of audiovisual recording for data collection. The analysis of the data through the Grounded Theory generated the theory "Being a teacher in technical education: a product of experience", which acts as a central category and has its theoretical density confirmed in the data through the paradigm composed of five analytical categories that are integrated by the category central: "Rationale of the technique", acting as condition of the phenomenon; "Teaching professionalism", acting as context; "Financial dependency" that acts as an intervening factor; the actions of confronting the conditions, context and interventions are characterized by the category "Technique as practice"; that generate consequences called "Specificities of teaching in technical education. The research produced unfoldings that from the objectivation of the teaching knowledge triggered in a proposal of didactic principles for the technical education. These didactic principles are the basis for the educational product (required in professional masters) developed during the research called "Didactic know-how for technical education: a product of experience", which consists of a series of training videos and a training plan , which are available through the website www.didaticadoensinotecnico.com. |
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Saberes docentes: fundamentos da prática no ensino técnicoFormação docente para o ensino técnicoSaberes docentesDidática do ensino técnicoTeoria fundamentada nos dadosCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOThe research sought to objectify the knowledge that guides the teaching practice in technical education, in the sense of identifying which are these fundamental knowledge built through the experience of teaching technical knowledge, seeking to verify the existence of a pattern in the didactic practice of these teachers and from these to propose teaching principles for technical education. The aim of these objectives is to understand what the literature presents on topics such as teacher training and teacher training for technical education trends in teacher training historical context of professional education philosophical and pedagogical principles for technical education; specificity of the technical know - how teachers and teaching knowledge in the technical education We direct our sample to the teaching subjects that do not have a degree and act in the teaching of technical subjects in the area of Agricultural Sciences in technical courses of middle level of IFAM - Campus Manaus Zona Leste. This qualitative research intends to minimize the lack of explanatory theories about the guiding principles of teaching practice in technical education, which justified the use of the Theory Based on Data, which seeks, from the data, to construct substantive level theory to explain the phenomena under study. For this, we used the semi-double interview and participant observation with the aid of audiovisual recording for data collection. The analysis of the data through the Grounded Theory generated the theory "Being a teacher in technical education: a product of experience", which acts as a central category and has its theoretical density confirmed in the data through the paradigm composed of five analytical categories that are integrated by the category central: "Rationale of the technique", acting as condition of the phenomenon; "Teaching professionalism", acting as context; "Financial dependency" that acts as an intervening factor; the actions of confronting the conditions, context and interventions are characterized by the category "Technique as practice"; that generate consequences called "Specificities of teaching in technical education. The research produced unfoldings that from the objectivation of the teaching knowledge triggered in a proposal of didactic principles for the technical education. These didactic principles are the basis for the educational product (required in professional masters) developed during the research called "Didactic know-how for technical education: a product of experience", which consists of a series of training videos and a training plan , which are available through the website www.didaticadoensinotecnico.com.A pesquisa buscou objetivar os saberes que norteiam a prática docente no ensino técnico, no sentido de identificar quais são esses saberes fundamentais construídos através da experiência de ensino do saber técnico, buscando verificar a existência de um padrão na prática didática desses docentes e, a partir desses achados, propor princípios didáticos para o ensino técnico. O alcance desses objetivos perpassa por compreender o que a literatura apresenta acerca de temas como formação docente e formação docente para o ensino técnico, tendências na formação docente, contexto histórico da educação profissional, princípios filosóficos e pedagógicos para o ensino técnico, especificidade do saber técnico, saberes docentes e saberes docentes no ensino técnico. Direcionamos a nossa amostra para os sujeitos docentes que não possuem licenciatura e atuam na docência de disciplinas técnicas na área de Ciências Agrárias em cursos técnicos de nível médio do IFAM – Campus Manaus Zona Leste. Esta investigação de cunho qualitativo intenciona minimizar a carência de teorias explicativas sobre os saberes norteadores da prática docente no ensino técnico, o que justificou a utilização da Teoria Fundamentada nos Dados, que busca, a partir dos dados, construir teoria de nível substantivo para explicar os fenômenos em estudo. Para isso, utilizamos a entrevista semipadronizada e a observação participante com o auxílio da gravação audiovisual para coleta dos dados. A análise dos dados através da Teoria Fundamentada gerou a teoria “Ser docente no ensino técnico: um produto da experiência”, que atua como categoria central e tem sua densidade teórica confirmada nos dados através do paradigma composto por cinco categorias analíticas que são integradas pela categoria central: “Fundamentação da técnica”, atuando como condição do fenômeno; “Profissionalidade docente”, atuando como contexto; “Dependência financeira” que atua como fator interveniente; as ações de enfrentamento das condições, contexto e interveniências são caracterizadas pela categoria “Técnica como prática”; que geram consequências denominadas “Especificidades da docência no ensino técnico. A pesquisa produziu desdobramentos que, a partir da objetivação dos saberes docentes, desencadeou numa proposta de princípios didáticos para o ensino técnico. Esses princípios didáticos são a base para o produto educacional (exigido nos mestrados profissionais) gestado durante a pesquisa chamado de “Saberes didáticos para o ensino técnico: um produto da experiência”, que é composto por uma série de vídeos formativos e um plano de formação, que são disponibilizados através da página www.didaticadoensinotecnico.com.BrasilCampus Manaus CentroMestrado Profissional em Ensino Tecnológico (MPET)Instituto Federal do AmazonasIFAMInstituto Federal do AmazonasIFAMSouza, Ana Cláudia Ribeiro dehttp://lattes.cnpq.br/7472602272780097Souza, Ana Cláudia Ribeiro dehttp://lattes.cnpq.br/7472602272780097Anic, Cinara Calvihttp://lattes.cnpq.br/1702387634067240Brasileiro, Beatriz Gonçalveshttp://lattes.cnpq.br/8060901148976333Barroso, Denise Araújo2019-11-19T22:44:39Z2019-11-202019-11-19T22:44:39Z2019-03-11info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBARROSO, Denise Araújo. Saberes docentes: fundamentos da prática no ensino técnico. 2019. Dissertação (Mestrado Profissional em Ensino Tecnológico) – Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, Campus Manaus Centro, Manaus, 2019.http://repositorio.ifam.edu.br/jspui/handle/4321/331porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas)instname:Instituto Federal do Amazonas (IFAM)instacron:IFAM2023-04-03T20:19:08Zoai:localhost:4321/331Repositório InstitucionalPUBhttp://repositorio.ifam.edu.br/oai/requestcgeb@ifam.edu.bropendoar:2023-04-03T20:19:08Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) - Instituto Federal do Amazonas (IFAM)false |
dc.title.none.fl_str_mv |
Saberes docentes: fundamentos da prática no ensino técnico |
title |
Saberes docentes: fundamentos da prática no ensino técnico |
spellingShingle |
Saberes docentes: fundamentos da prática no ensino técnico Barroso, Denise Araújo Formação docente para o ensino técnico Saberes docentes Didática do ensino técnico Teoria fundamentada nos dados CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
title_short |
Saberes docentes: fundamentos da prática no ensino técnico |
title_full |
Saberes docentes: fundamentos da prática no ensino técnico |
title_fullStr |
Saberes docentes: fundamentos da prática no ensino técnico |
title_full_unstemmed |
Saberes docentes: fundamentos da prática no ensino técnico |
title_sort |
Saberes docentes: fundamentos da prática no ensino técnico |
author |
Barroso, Denise Araújo |
author_facet |
Barroso, Denise Araújo |
author_role |
author |
dc.contributor.none.fl_str_mv |
Souza, Ana Cláudia Ribeiro de http://lattes.cnpq.br/7472602272780097 Souza, Ana Cláudia Ribeiro de http://lattes.cnpq.br/7472602272780097 Anic, Cinara Calvi http://lattes.cnpq.br/1702387634067240 Brasileiro, Beatriz Gonçalves http://lattes.cnpq.br/8060901148976333 |
dc.contributor.author.fl_str_mv |
Barroso, Denise Araújo |
dc.subject.por.fl_str_mv |
Formação docente para o ensino técnico Saberes docentes Didática do ensino técnico Teoria fundamentada nos dados CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
topic |
Formação docente para o ensino técnico Saberes docentes Didática do ensino técnico Teoria fundamentada nos dados CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO |
description |
The research sought to objectify the knowledge that guides the teaching practice in technical education, in the sense of identifying which are these fundamental knowledge built through the experience of teaching technical knowledge, seeking to verify the existence of a pattern in the didactic practice of these teachers and from these to propose teaching principles for technical education. The aim of these objectives is to understand what the literature presents on topics such as teacher training and teacher training for technical education trends in teacher training historical context of professional education philosophical and pedagogical principles for technical education; specificity of the technical know - how teachers and teaching knowledge in the technical education We direct our sample to the teaching subjects that do not have a degree and act in the teaching of technical subjects in the area of Agricultural Sciences in technical courses of middle level of IFAM - Campus Manaus Zona Leste. This qualitative research intends to minimize the lack of explanatory theories about the guiding principles of teaching practice in technical education, which justified the use of the Theory Based on Data, which seeks, from the data, to construct substantive level theory to explain the phenomena under study. For this, we used the semi-double interview and participant observation with the aid of audiovisual recording for data collection. The analysis of the data through the Grounded Theory generated the theory "Being a teacher in technical education: a product of experience", which acts as a central category and has its theoretical density confirmed in the data through the paradigm composed of five analytical categories that are integrated by the category central: "Rationale of the technique", acting as condition of the phenomenon; "Teaching professionalism", acting as context; "Financial dependency" that acts as an intervening factor; the actions of confronting the conditions, context and interventions are characterized by the category "Technique as practice"; that generate consequences called "Specificities of teaching in technical education. The research produced unfoldings that from the objectivation of the teaching knowledge triggered in a proposal of didactic principles for the technical education. These didactic principles are the basis for the educational product (required in professional masters) developed during the research called "Didactic know-how for technical education: a product of experience", which consists of a series of training videos and a training plan , which are available through the website www.didaticadoensinotecnico.com. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-11-19T22:44:39Z 2019-11-20 2019-11-19T22:44:39Z 2019-03-11 |
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 |
BARROSO, Denise Araújo. Saberes docentes: fundamentos da prática no ensino técnico. 2019. Dissertação (Mestrado Profissional em Ensino Tecnológico) – Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, Campus Manaus Centro, Manaus, 2019. http://repositorio.ifam.edu.br/jspui/handle/4321/331 |
identifier_str_mv |
BARROSO, Denise Araújo. Saberes docentes: fundamentos da prática no ensino técnico. 2019. Dissertação (Mestrado Profissional em Ensino Tecnológico) – Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, Campus Manaus Centro, Manaus, 2019. |
url |
http://repositorio.ifam.edu.br/jspui/handle/4321/331 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Brasil Campus Manaus Centro Mestrado Profissional em Ensino Tecnológico (MPET) Instituto Federal do Amazonas IFAM Instituto Federal do Amazonas IFAM |
publisher.none.fl_str_mv |
Brasil Campus Manaus Centro Mestrado Profissional em Ensino Tecnológico (MPET) Instituto Federal do Amazonas IFAM Instituto Federal do Amazonas IFAM |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) instname:Instituto Federal do Amazonas (IFAM) instacron:IFAM |
instname_str |
Instituto Federal do Amazonas (IFAM) |
instacron_str |
IFAM |
institution |
IFAM |
reponame_str |
Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) |
collection |
Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) |
repository.name.fl_str_mv |
Repositório Institucional do IFAM (Repositório Institucional do Instituto Federal do Amazonas) - Instituto Federal do Amazonas (IFAM) |
repository.mail.fl_str_mv |
cgeb@ifam.edu.br |
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1810022876501245952 |