Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/1915 |
Resumo: | The present paper is inserted in the discussion about teacher education and considers subjectivity as revealing in the process of identifying the subject with his profession. The study highlights the process of identity formation of the teacher since the initial formation and that is evidenced by the subjectivity bias. It has as an hypothesis that the identity subjectivity of the teacher is constituted through a formative process that, beyond the scientific and technical contents of the area, involves the cultivation of their subjectivity. It adopted as general objective to identify the delineating processes of the teacher identity through the professional formation and revealed by the subjectivity in the performance of the egress teachers from the course of Full Degree in Mathematics from the Federal Institute of Education, Science and Technology of Piaui - IFPI - Campus Floriano. The qualitative narrative research was constituted as a case study that was given through narrative interviews made to 11 (eleven) egress of the IFPI Campus Floriano. The theoretical-methodological conception of the research brings interlaced to the theoretical reference the discursive theoretical axes: teacher formation, identity and subjectivity. Teacher training as a course traversed by the teaching professional that involves the path established and awakened in the initial formation and that extends throughout the experiential course of the pedagogical activity. Identity as built in relationships, which in time individualises the human being, gives ownership and establishes the way of being and being in the profession. Subjectivity as an internal process of the human being, triggered by social, historical, biopsychic, epistemic and cultural relations that propels or retracts it from the experiences of the world leading to actions that promote its process of subjectivation through the objective activities it practices. This study dialogues with the authors: Ardoino (1998), D'Ambrosio (1986), Fazenda (2007, 2008), Fiorentini (2005), Imbern??n (2016), Japiassu (2006), Josso (2004, 2010), Saviani (1990, 2014), Severino (1986, 1990, 2011, 2012), Leontiev (1978), Morin (2000, 2008, 2015), Moura (2002), N??voa (1992, 1995), Pineau (1988), Pimenta (2002) among others. The text discusses the teacher formation presenting mishaps and advances and explaining fundamental concepts for the understanding of the identity subjectivity clarifying complementary concepts such as: intentionality, interdisciplinarity, transdisciplinarity, multireferentiality and ethnomathematics. The final considerations emphasize that identity subjectivity plays a significant role in the intentionalising impregnation of the teaching activity and points out philosophy as necessary to the current formation that contemplates the humanism of the teacher. They also record the author's findings and understandings in an attempt to contribute to the reflections of the trainers and signals the need for further studies on the subject. |
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Severino, Antonio JoaquimSeverino, Antonio JoaquimManrique, Ana L??ciaDias, Elaine Therezinha Dal MasLorieri, Marcos Ant??nioMac??do, Vin??ciohttp://lattes.cnpq.br/3708260923960997Lino, Cleonice Moreira2018-09-26T19:26:56Z2018-03-23Lino, Cleonice Moreira. Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor. 2018. 203 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1915The present paper is inserted in the discussion about teacher education and considers subjectivity as revealing in the process of identifying the subject with his profession. The study highlights the process of identity formation of the teacher since the initial formation and that is evidenced by the subjectivity bias. It has as an hypothesis that the identity subjectivity of the teacher is constituted through a formative process that, beyond the scientific and technical contents of the area, involves the cultivation of their subjectivity. It adopted as general objective to identify the delineating processes of the teacher identity through the professional formation and revealed by the subjectivity in the performance of the egress teachers from the course of Full Degree in Mathematics from the Federal Institute of Education, Science and Technology of Piaui - IFPI - Campus Floriano. The qualitative narrative research was constituted as a case study that was given through narrative interviews made to 11 (eleven) egress of the IFPI Campus Floriano. The theoretical-methodological conception of the research brings interlaced to the theoretical reference the discursive theoretical axes: teacher formation, identity and subjectivity. Teacher training as a course traversed by the teaching professional that involves the path established and awakened in the initial formation and that extends throughout the experiential course of the pedagogical activity. Identity as built in relationships, which in time individualises the human being, gives ownership and establishes the way of being and being in the profession. Subjectivity as an internal process of the human being, triggered by social, historical, biopsychic, epistemic and cultural relations that propels or retracts it from the experiences of the world leading to actions that promote its process of subjectivation through the objective activities it practices. This study dialogues with the authors: Ardoino (1998), D'Ambrosio (1986), Fazenda (2007, 2008), Fiorentini (2005), Imbern??n (2016), Japiassu (2006), Josso (2004, 2010), Saviani (1990, 2014), Severino (1986, 1990, 2011, 2012), Leontiev (1978), Morin (2000, 2008, 2015), Moura (2002), N??voa (1992, 1995), Pineau (1988), Pimenta (2002) among others. The text discusses the teacher formation presenting mishaps and advances and explaining fundamental concepts for the understanding of the identity subjectivity clarifying complementary concepts such as: intentionality, interdisciplinarity, transdisciplinarity, multireferentiality and ethnomathematics. The final considerations emphasize that identity subjectivity plays a significant role in the intentionalising impregnation of the teaching activity and points out philosophy as necessary to the current formation that contemplates the humanism of the teacher. They also record the author's findings and understandings in an attempt to contribute to the reflections of the trainers and signals the need for further studies on the subject.El presente trabajo se inserta en la discusi??n acerca de la formaci??n docente y considera la subjetividad como reveladora en el proceso de identificaci??n del sujeto con su profesi??n. El estudio refleja el proceso de constituici??n de identidad del docente desde la formaci??n inicial y que est?? evidenciada por la parcialidad de la subjetividad. Tiene como hip??tesis que la subjetividad de identificaci??n del profesor se constituye por un proceso formativo que, adem??s de los contenidos cient??ficos y t??cnicos del ??rea, implica el cultivo de su subjetividad. Adopt?? como objetivo general identificar los procesos delineadores de la identidad docente a trav??s de la formaci??n profesional y revelada por la subjetividad en la actuaci??n de los profesores graduados del curso de Licenciatura Plena en Matem??tica del Instituto Federal de Educaci??n, Ciencia y Tecnologia del Piau?? - IFPI - Campus Floriano. La pesquisa cualitativa narrativa se constituye como un estudio de caso que se dio a trav??s de entrevistas narrativas hechas a 11(once) graduados del IFPI Campus Floriano. La concepci??n te??rico-metodol??gico de la pesquisa trae entrelazadas al marco te??rico los ejes te??ricos discursivos: formaci??n docente como ruta trillada por el profesional de la docencia que involucra el trayecto establecido y despertado en la formaci??n inicial y que se entiende por toda la ruta experencial de la actividad pedag??gica. Identidad como constuida en las relaciones, que al tiempo individualiza el ser, d?? pertenencia y establece la forma de ser y estar en la profesi??n. Subjetividad como proceso interno del ser humano, desencadenado por las relaciones sociales, hist??ricas, biops??quicas, epist??micas y culturales que lo impulsiona o lo retrae delante de las experiencias del mundo que conduce las acciones que promueven su proceso de subjetivaci??n a trav??s de las actividades objetivas por ??l practicadas. El estudio dialoga con los autores: Ardino (1998), D`Ambioso (1986), Fazenda (2007,2008), Fiorentini (2005), Imbern??n (2016), Japiassu (2006), Josso (2004, 2010), Saviani (1990, 2014), Severino (1986, 1990, 2011, 2012) Leontiev (1978), Morin (2000, 2008, 2015), Moura (2002), N??voa (1992, 1995), Pineau (1988), Pimenta (2002) entre otros. El texto discurre sobre la formaci??n docente presentando percances y avanzos y explicitando conceptos fundamentales por la comprensi??n de la subjetividad de identificaci??n aclarando conceptos complementarios como: intencionalidad, interdisciplinariedad, transdisciplinariedad, multirreferencialidad y etnomatem??tica. Las consideraciones finales resaltan que la subjetivudad de identificaci??n interviene significativamente en la impregnaci??n intencionalizante de la actividad docente y apunta la filosofia como necesaria a la formaci??n actual que contemple el humanismo del profesor. Registran tambi??n las constataciones y las comprensiones de la autora en la tentativa de contribuir para las reflexiones de los formadores y se??ala la necesidad de estudios m??s profundizados acerca de la cuesti??n.O presente trabalho se insere na discuss??o sobre forma????o docente e considera a subjetividade como reveladora no processo de identifica????o do sujeito com a sua profiss??o. O estudo destaca o processo de constitui????o identit??ria do docente desde a forma????o inicial e que est?? evidenciada pelo vi??s da subjetividade. Tem como hip??tese que a subjetividade identit??ria do professor se constitui mediante um processo formativo que, para al??m dos conte??dos cient??ficos e t??cnicos da ??rea, envolva o cultivo de sua subjetividade. Adotou como objetivo geral identificar os processos delineadores da identidade docente atrav??s da forma????o profissional e revelada pela subjetividade na atua????o dos professores egressos do curso de Licenciatura Plena em Matem??tica do Instituto Federal de Educa????o, Ci??ncia e Tecnologia do Piau?? - IFPI - Campus Floriano. A pesquisa qualitativa narrativa se constituiu como um estudo de caso que se deu atrav??s de entrevistas narrativas feitas a 11 (onze) egressos do IFPI Campus Floriano. A concep????o te??rico-metodol??gica da pesquisa traz entrela??adas ao referencial te??rico os eixos te??ricos discursivos: forma????o docente, identidade e subjetividade. Forma????o docente como percurso trilhado pelo profissional da doc??ncia que envolve o trajeto institu??do e despertado na forma????o inicial e que se estende por todo o percurso experiencial da atividade pedag??gica. Identidade como constru??da nas rela????es, que ao tempo individualiza o ser, d?? pertencimento e estabelece a maneira de ser e estar na profiss??o. Subjetividade como processo interno do ser humano, desencadeado pelas rela????es sociais, hist??ricas, biops??quicas, epist??micas e culturais que o impulsiona ou o retrai diante das experi??ncias do mundo conduzindo a a????es que promovem seu processo de subjetiva????o atrav??s das atividades objetivas por ele praticadas. O estudo dialoga com os autores: Ardoino (1998), D???Ambrosio (1986), Fazenda (2007, 2008), Fiorentini (2005), Imbern??n (2016), Japiassu (2006), Josso (2004, 2010), Saviani (1990, 2014), Severino (1986, 1990, 2011, 2012), Leontiev (1978), Morin (2000, 2008, 2015), Moura (2002), N??voa (1992, 1995), Pineau (1988), Pimenta (2002) dentre outros. O texto discorre sobre a forma????o docente apresentando percal??os e avan??os e explicitando conceitos fundamentais para a compreens??o da subjetividade identit??ria clarificando conceitos complementares como: intencionalidade, interdisciplinaridade, transdisciplinaridade, multirreferencialidade e etnomatem??tica. As considera????es finais ressaltam que a subjetividade identit??ria interv??m significativamente na impregna????o intencionalizante da atividade docente e aponta a filosofia como necess??ria a forma????o atual que contemple o humanismo do professor. Registram tamb??m as constata????es e as compreens??es da autora na tentativa de contribuir para as reflex??es dos formadores e sinaliza a necessidade de estudos mais aprofundados sobre a quest??o.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-09-26T19:26:56Z No. of bitstreams: 1 Cleonice Moreira Lino.pdf: 1740215 bytes, checksum: 41be5e97efc6a7952e61319c7dcb3a93 (MD5)Made available in DSpace on 2018-09-26T19:26:56Z (GMT). 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dc.title.por.fl_str_mv |
Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor |
title |
Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor |
spellingShingle |
Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor Lino, Cleonice Moreira subjetividade identidade forma????o inicial intencionalidade subjectivity identity initial training intentionality subjetividad identidad formaci??n inicial intencionalidad CIENCIAS HUMANAS::EDUCACAO |
title_short |
Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor |
title_full |
Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor |
title_fullStr |
Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor |
title_full_unstemmed |
Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor |
title_sort |
Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor |
author |
Lino, Cleonice Moreira |
author_facet |
Lino, Cleonice Moreira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Severino, Antonio Joaquim |
dc.contributor.referee1.fl_str_mv |
Severino, Antonio Joaquim |
dc.contributor.referee2.fl_str_mv |
Manrique, Ana L??cia |
dc.contributor.referee3.fl_str_mv |
Dias, Elaine Therezinha Dal Mas |
dc.contributor.referee4.fl_str_mv |
Lorieri, Marcos Ant??nio |
dc.contributor.referee5.fl_str_mv |
Mac??do, Vin??cio |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3708260923960997 |
dc.contributor.author.fl_str_mv |
Lino, Cleonice Moreira |
contributor_str_mv |
Severino, Antonio Joaquim Severino, Antonio Joaquim Manrique, Ana L??cia Dias, Elaine Therezinha Dal Mas Lorieri, Marcos Ant??nio Mac??do, Vin??cio |
dc.subject.por.fl_str_mv |
subjetividade identidade forma????o inicial intencionalidade |
topic |
subjetividade identidade forma????o inicial intencionalidade subjectivity identity initial training intentionality subjetividad identidad formaci??n inicial intencionalidad CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
subjectivity identity initial training intentionality |
dc.subject.spa.fl_str_mv |
subjetividad identidad formaci??n inicial intencionalidad |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present paper is inserted in the discussion about teacher education and considers subjectivity as revealing in the process of identifying the subject with his profession. The study highlights the process of identity formation of the teacher since the initial formation and that is evidenced by the subjectivity bias. It has as an hypothesis that the identity subjectivity of the teacher is constituted through a formative process that, beyond the scientific and technical contents of the area, involves the cultivation of their subjectivity. It adopted as general objective to identify the delineating processes of the teacher identity through the professional formation and revealed by the subjectivity in the performance of the egress teachers from the course of Full Degree in Mathematics from the Federal Institute of Education, Science and Technology of Piaui - IFPI - Campus Floriano. The qualitative narrative research was constituted as a case study that was given through narrative interviews made to 11 (eleven) egress of the IFPI Campus Floriano. The theoretical-methodological conception of the research brings interlaced to the theoretical reference the discursive theoretical axes: teacher formation, identity and subjectivity. Teacher training as a course traversed by the teaching professional that involves the path established and awakened in the initial formation and that extends throughout the experiential course of the pedagogical activity. Identity as built in relationships, which in time individualises the human being, gives ownership and establishes the way of being and being in the profession. Subjectivity as an internal process of the human being, triggered by social, historical, biopsychic, epistemic and cultural relations that propels or retracts it from the experiences of the world leading to actions that promote its process of subjectivation through the objective activities it practices. This study dialogues with the authors: Ardoino (1998), D'Ambrosio (1986), Fazenda (2007, 2008), Fiorentini (2005), Imbern??n (2016), Japiassu (2006), Josso (2004, 2010), Saviani (1990, 2014), Severino (1986, 1990, 2011, 2012), Leontiev (1978), Morin (2000, 2008, 2015), Moura (2002), N??voa (1992, 1995), Pineau (1988), Pimenta (2002) among others. The text discusses the teacher formation presenting mishaps and advances and explaining fundamental concepts for the understanding of the identity subjectivity clarifying complementary concepts such as: intentionality, interdisciplinarity, transdisciplinarity, multireferentiality and ethnomathematics. The final considerations emphasize that identity subjectivity plays a significant role in the intentionalising impregnation of the teaching activity and points out philosophy as necessary to the current formation that contemplates the humanism of the teacher. They also record the author's findings and understandings in an attempt to contribute to the reflections of the trainers and signals the need for further studies on the subject. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-09-26T19:26:56Z |
dc.date.issued.fl_str_mv |
2018-03-23 |
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.citation.fl_str_mv |
Lino, Cleonice Moreira. Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor. 2018. 203 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/1915 |
identifier_str_mv |
Lino, Cleonice Moreira. Do retrovisor ao para-brisa: a constru????o da subjetividade identit??ria do professor. 2018. 203 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/1915 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Universidade Nove de Julho |
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Programa de P??s-Gradua????o em Educa????o |
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UNINOVE |
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Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
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reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
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Universidade Nove de Julho (UNINOVE) |
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UNINOVE |
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UNINOVE |
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Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
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bibliotecatede@uninove.br||bibliotecatede@uninove.br |
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1811016875530780672 |