Autoformação docente à luz do pensamento complexo

Detalhes bibliográficos
Autor(a) principal: Arone, Mariangelica
Data de Publicação: 2014
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
Texto Completo: http://bibliotecatede.uninove.br/tede/handle/tede/554
Resumo: This study examines the perspective of the construction of a teacher self-training, according to the conception of Edgar Morin s complex thought, supported by Gaston Pineau s tri-polar theory, by means of the interdependence of categories which are proper to the chosen theoretical reference, that intertwined and that helped to understand the possibility of a human training. The study starts from the premise that the knowledge of a theory, which is able to provide the basis of the interconnections of the complex net of relations and knowledges, which consider the human being in his multiple dimensions, can generate conceptions of the training processes. The purpose of this research is to show the perception of the role of self-training the people we interviewed have, more specifically to unveil and to understand how this proceeding occurs as a tool of their apprenticeship management. Field research was carried out by means of interviews conducted with eight teachers of two schools of basic education of the city of São Paulo. Thanks to the data gathering and to the analysis of the interviews, it was possible to identify the elaboration of means of self-training on the part of the protagonists, mainly in the facing of uncertainties, in the re-linking of scientific knowledge with humanitarian knowledge and in the reestablishment of the significant relationships and attitudes. The study revealed that self-training is the very creation of apprenticeship which is carried out by the teaching subjects in the course of their lives, in the sense of a better comprehension of the present actions, which are dependent on the relationship they have with themselves and their relationships with others, in constant movement and in a spiral of self-eco-organisation and in decision-making in order to manage their own knowledge.
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spelling Almeida, Cleide Rita Silvério deCPF:00000000000http://lattes.cnpq.br/8590883289472447Dias, Elaine Teresinha Dal MasCPF:00000000000http://lattes.cnpq.br/8845723150146930Limena, Maria Margarida CavalcantiCPF:00000000000http://lattes.cnpq.br/4475046511109830Lorieri, Marcos AntonioCPF:00000000000http://lattes.cnpq.br/2474684049522416CPF:01532095856Arone, Mariangelica2015-04-08T14:36:56Z2014-06-032014-03-28ARONE, Mariangelica. Autoformação docente à luz do pensamento complexo. 2014. 272 f. Tese (Doutorado em Educação) - Universidade Nove de Julho, São Paulo, 2014.http://bibliotecatede.uninove.br/tede/handle/tede/554This study examines the perspective of the construction of a teacher self-training, according to the conception of Edgar Morin s complex thought, supported by Gaston Pineau s tri-polar theory, by means of the interdependence of categories which are proper to the chosen theoretical reference, that intertwined and that helped to understand the possibility of a human training. The study starts from the premise that the knowledge of a theory, which is able to provide the basis of the interconnections of the complex net of relations and knowledges, which consider the human being in his multiple dimensions, can generate conceptions of the training processes. The purpose of this research is to show the perception of the role of self-training the people we interviewed have, more specifically to unveil and to understand how this proceeding occurs as a tool of their apprenticeship management. Field research was carried out by means of interviews conducted with eight teachers of two schools of basic education of the city of São Paulo. Thanks to the data gathering and to the analysis of the interviews, it was possible to identify the elaboration of means of self-training on the part of the protagonists, mainly in the facing of uncertainties, in the re-linking of scientific knowledge with humanitarian knowledge and in the reestablishment of the significant relationships and attitudes. The study revealed that self-training is the very creation of apprenticeship which is carried out by the teaching subjects in the course of their lives, in the sense of a better comprehension of the present actions, which are dependent on the relationship they have with themselves and their relationships with others, in constant movement and in a spiral of self-eco-organisation and in decision-making in order to manage their own knowledge.Este estudo aborda a perspectiva da construção de uma autoformação docente, na concepção do pensamento complexo, de Edgar Morin, coadjuvado pela teoria tripolar, de Gaston Pineau, mediante a interdependência de categorias próprias à referência teórica escolhida, que se entrecruzaram e auxiliaram a entender a possibilidade de uma formação humana. Parte-se da premissa de que o conhecimento de uma teoria capaz de fundamentar as interconexões da complexa rede de relações e saberes que consideram o ser humano em suas múltiplas dimensões pode gerar concepções dos processos formativos. O objetivo da pesquisa é mostrar a percepção do papel da autoformação pelos sujeitos investigados, mais especificamente, desvelar e compreender como ocorre esse procedimento enquanto ferramenta de sua gestão de aprendizagem. A pesquisa de campo foi realizada por meio de entrevistas com oito professores de duas escolas da educação básica da cidade de São Paulo. Com a coleta de dados e a análise das entrevistas, foi possível identificar a elaboração de meios de autoformação por parte dos protagonistas, principalmente no enfrentamento das incertezas, na religação dos saberes científicos aos da humanidade e no restabelecimento das relações e das atitudes significativas. O estudo revelou que a autoformação é criação própria da aprendizagem pelos sujeitos docentes ao longo da vida, no sentido de uma melhor compreensão das ações presentes, as quais são dependentes das relações consigo mesmos e com os outros, num movimento constante e em espiral de auto-eco-organização, e numa tomada de decisão para gestar o seu próprio conhecimento.Made available in DSpace on 2015-04-08T14:36:56Z (GMT). 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dc.title.por.fl_str_mv Autoformação docente à luz do pensamento complexo
title Autoformação docente à luz do pensamento complexo
spellingShingle Autoformação docente à luz do pensamento complexo
Arone, Mariangelica
autoformação
educação
pensamento complexo
sujeito
Reforma do Pensamento
self-training
education
complex thought
subject
thought reform
CIENCIAS HUMANAS::EDUCACAO
title_short Autoformação docente à luz do pensamento complexo
title_full Autoformação docente à luz do pensamento complexo
title_fullStr Autoformação docente à luz do pensamento complexo
title_full_unstemmed Autoformação docente à luz do pensamento complexo
title_sort Autoformação docente à luz do pensamento complexo
author Arone, Mariangelica
author_facet Arone, Mariangelica
author_role author
dc.contributor.advisor1.fl_str_mv Almeida, Cleide Rita Silvério de
dc.contributor.advisor1ID.fl_str_mv CPF:00000000000
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/8590883289472447
dc.contributor.referee1.fl_str_mv Dias, Elaine Teresinha Dal Mas
dc.contributor.referee1ID.fl_str_mv CPF:00000000000
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/8845723150146930
dc.contributor.referee2.fl_str_mv Limena, Maria Margarida Cavalcanti
dc.contributor.referee2ID.fl_str_mv CPF:00000000000
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/4475046511109830
dc.contributor.referee3.fl_str_mv Lorieri, Marcos Antonio
dc.contributor.referee3ID.fl_str_mv CPF:00000000000
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/2474684049522416
dc.contributor.authorID.fl_str_mv CPF:01532095856
dc.contributor.author.fl_str_mv Arone, Mariangelica
contributor_str_mv Almeida, Cleide Rita Silvério de
Dias, Elaine Teresinha Dal Mas
Limena, Maria Margarida Cavalcanti
Lorieri, Marcos Antonio
dc.subject.por.fl_str_mv autoformação
educação
pensamento complexo
sujeito
Reforma do Pensamento
topic autoformação
educação
pensamento complexo
sujeito
Reforma do Pensamento
self-training
education
complex thought
subject
thought reform
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv self-training
education
complex thought
subject
thought reform
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This study examines the perspective of the construction of a teacher self-training, according to the conception of Edgar Morin s complex thought, supported by Gaston Pineau s tri-polar theory, by means of the interdependence of categories which are proper to the chosen theoretical reference, that intertwined and that helped to understand the possibility of a human training. The study starts from the premise that the knowledge of a theory, which is able to provide the basis of the interconnections of the complex net of relations and knowledges, which consider the human being in his multiple dimensions, can generate conceptions of the training processes. The purpose of this research is to show the perception of the role of self-training the people we interviewed have, more specifically to unveil and to understand how this proceeding occurs as a tool of their apprenticeship management. Field research was carried out by means of interviews conducted with eight teachers of two schools of basic education of the city of São Paulo. Thanks to the data gathering and to the analysis of the interviews, it was possible to identify the elaboration of means of self-training on the part of the protagonists, mainly in the facing of uncertainties, in the re-linking of scientific knowledge with humanitarian knowledge and in the reestablishment of the significant relationships and attitudes. The study revealed that self-training is the very creation of apprenticeship which is carried out by the teaching subjects in the course of their lives, in the sense of a better comprehension of the present actions, which are dependent on the relationship they have with themselves and their relationships with others, in constant movement and in a spiral of self-eco-organisation and in decision-making in order to manage their own knowledge.
publishDate 2014
dc.date.available.fl_str_mv 2014-06-03
dc.date.issued.fl_str_mv 2014-03-28
dc.date.accessioned.fl_str_mv 2015-04-08T14:36:56Z
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dc.identifier.citation.fl_str_mv ARONE, Mariangelica. Autoformação docente à luz do pensamento complexo. 2014. 272 f. Tese (Doutorado em Educação) - Universidade Nove de Julho, São Paulo, 2014.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/tede/handle/tede/554
identifier_str_mv ARONE, Mariangelica. Autoformação docente à luz do pensamento complexo. 2014. 272 f. Tese (Doutorado em Educação) - Universidade Nove de Julho, São Paulo, 2014.
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