A formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docente
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/10417 |
Resumo: | This work belongs to the teaching formation field and focuses on the study of senior student from the Pedagogy Major of a public university. Under the perspective of the teacher s thought, we aimed to know and characterize those students and their conditions to the teaching profession, looking for understanding the strength of the initial formation at the preparation and acquisition of knowledge necessary to a good professional performance at the teaching profession. We also intended to identify the reasons underneath the decision for the attendance in the Pedagogy Major, the changes shaped by this formation in processes of thought related to the teaching profession, to being a teacher and to the difficulties that future teachers anticipate and expect to face in the teaching profession. The data, collected in 2012, by means of previously built and tested questionnaires, applied to 50 students, enabled a profile outline of this major seniors, based on the family, social and school dimensions, as well as the selection of three students who had not had teaching previous experience, to be interviewed in order to reveal their understanding in relation to simulated situations of the school routine data collected by means of Interview Guide and Narration of Teaching Situations, also previously built and tested. According to the theoretical contributions, mainly by Marcelo García and Lee Shulman and researchs from the 1970s about the teaching formation, the analysis of the results indicates to some tendencies already highlighted in other studies, such as the prevalence of very young students, composed mainly by women, from regular public schools. For the matter of the decision for the Pedagogy Major, in spite of the emphasis for the interest in the teaching profession and the children, there are signs that this choice had been made by social pressure and easier attendance to Higher Education and the field of work, rather than by the desire to be a teacher. Regarding to the initial formation, data revealed that the students do not feel prepared to deal with the classroom diversity and to be literacy teachers and also have little knowledge about the specific contents that must be taught in the initial grades of Primary School. They believe, however, in the inclination to study in order to compensate those gaps at the moment of the professional practice. They still asseverate their fear and insecurity related to the possibilities of well performing the profession and guarantee their future students learning, not only on account of the gaps realized at the formation course, but also the personal weakness due to the basic school which could not be totally compensated or overcome during the professional initial formation |
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Giovanni, Luciana Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4205774E8Oliveira, Midiã Olinto de2016-04-27T16:32:50Z2013-10-222013-09-18Oliveira, Midiã Olinto de. The initial formation and the conditions of senior students from a Pedagogy Major to the attendance in the teaching profession. 2013. 192 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.https://tede2.pucsp.br/handle/handle/10417This work belongs to the teaching formation field and focuses on the study of senior student from the Pedagogy Major of a public university. Under the perspective of the teacher s thought, we aimed to know and characterize those students and their conditions to the teaching profession, looking for understanding the strength of the initial formation at the preparation and acquisition of knowledge necessary to a good professional performance at the teaching profession. We also intended to identify the reasons underneath the decision for the attendance in the Pedagogy Major, the changes shaped by this formation in processes of thought related to the teaching profession, to being a teacher and to the difficulties that future teachers anticipate and expect to face in the teaching profession. The data, collected in 2012, by means of previously built and tested questionnaires, applied to 50 students, enabled a profile outline of this major seniors, based on the family, social and school dimensions, as well as the selection of three students who had not had teaching previous experience, to be interviewed in order to reveal their understanding in relation to simulated situations of the school routine data collected by means of Interview Guide and Narration of Teaching Situations, also previously built and tested. According to the theoretical contributions, mainly by Marcelo García and Lee Shulman and researchs from the 1970s about the teaching formation, the analysis of the results indicates to some tendencies already highlighted in other studies, such as the prevalence of very young students, composed mainly by women, from regular public schools. For the matter of the decision for the Pedagogy Major, in spite of the emphasis for the interest in the teaching profession and the children, there are signs that this choice had been made by social pressure and easier attendance to Higher Education and the field of work, rather than by the desire to be a teacher. Regarding to the initial formation, data revealed that the students do not feel prepared to deal with the classroom diversity and to be literacy teachers and also have little knowledge about the specific contents that must be taught in the initial grades of Primary School. They believe, however, in the inclination to study in order to compensate those gaps at the moment of the professional practice. They still asseverate their fear and insecurity related to the possibilities of well performing the profession and guarantee their future students learning, not only on account of the gaps realized at the formation course, but also the personal weakness due to the basic school which could not be totally compensated or overcome during the professional initial formationEsta pesquisa insere-se no campo da formação docente e tem como foco de estudo o aluno concluinte do curso de Pedagogia de uma universidade pública. Sob a perspectiva do pensamento do professor procurou-se conhecer e caracterizar quem são esses alunos e quais as condições que manifestam para o exercício da docência, com o objetivo de compreender a força da formação inicial no preparo e na aquisição de conhecimentos considerados necessários para uma boa atuação profissional no magistério. Pretendeu-se identificar também as razões que permearam a decisão de ingresso no curso de Pedagogia, as mudanças configuradas por essa formação em processos de pensamentos relativos à profissão docente, ao ser professor e às dificuldades que os futuros professores antecipam e esperam enfrentar no exercício da docência. Os dados, coletados no ano de 2012, por meio de aplicação de questionário previamente construído e testado, a uma turma de 50 alunos possibilitaram a construção de um perfil dos concluintes desse curso, com base nas dimensões familiar, social e de escolaridade, bem como a seleção de três alunas, que não possuíam experiência prévia na docência, para serem entrevistadas e para se manifestarem em relação a situações simuladas do cotidiano escolar dados estes coletados por meio de Roteiro de Entrevista e Relatos de Situações de Ensino, também previamente construídos e testados. À luz das contribuições teóricas, principalmente, de Marcelo García e Lee Shulman e de pesquisas realizadas desde a década de 1970 acerca da formação docente, a análise dos resultados obtidos aponta para algumas tendências já destacadas nos estudos realizados, tais como a predominância de um alunado bastante jovem, composto majoritariamente por mulheres, provenientes de escolas públicas regulares de ensino. Quanto à decisão pelo curso de Pedagogia, apesar de destacarem o gosto e o interesse pela profissão docente e pelas crianças, há indicativos de que essa escolha se dá mais por pressões sociais e por facilidades de acesso ao ensino superior e ao mercado de trabalho, do que pelo desejo de ser professora. Com relação à formação inicial, os dados revelam que as alunas sentem-se despreparadas para lidar com a diversidade em sala de aula e para alfabetizar e têm pouco domínio dos conteúdos específicos que devem ser trabalhados nos anos iniciais do Ensino Fundamental. Possuem, no entanto, a crença de que a disposição para estudar pode suprir essas lacunas no momento em que a prática profissional solicitar. Afirmam ainda ter medo e insegurança quanto às possibilidades de desempenhar bem a profissão e garantir a aprendizagem de seus futuros alunos, em razão não apenas das lacunas percebidas no curso de formação, mas também das fragilidades pessoais decorrentes da escolarização básica, que não puderam ser totalmente compensadas ou superadas durante a formação inicial profissionalCoordenação de Aperfeiçoamento de Pessoal de Nível Superior,application/pdfhttp://tede2.pucsp.br/tede/retrieve/23211/Midia%20Olinto%20de%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoConcluintes do curso de PedagogiaFormação inicialConhecimento de base sobre o ensinoAprendizagem profissional da docênciaSeniors from the Pedagogy MajorInitial formationFundamental knowledge about teachingProfessional learning of the teaching professionCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOA formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docenteThe initial formation and the conditions of senior students from a Pedagogy Major to the attendance in the teaching professioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALMidia Olinto de Oliveira.pdfapplication/pdf2902917https://repositorio.pucsp.br/xmlui/bitstream/handle/10417/1/Midia%20Olinto%20de%20Oliveira.pdf9dd5b172edcd7cf660c80dd89e03c2ffMD51TEXTMidia Olinto de Oliveira.pdf.txtMidia Olinto de Oliveira.pdf.txtExtracted Texttext/plain505867https://repositorio.pucsp.br/xmlui/bitstream/handle/10417/2/Midia%20Olinto%20de%20Oliveira.pdf.txte82f651706d1bfc980072f2cabaed041MD52THUMBNAILMidia Olinto de Oliveira.pdf.jpgMidia Olinto de Oliveira.pdf.jpgGenerated Thumbnailimage/jpeg3378https://repositorio.pucsp.br/xmlui/bitstream/handle/10417/3/Midia%20Olinto%20de%20Oliveira.pdf.jpg61c8207bded542e5af5db6cdf81a0fdbMD53handle/104172022-06-28 10:44:14.946oai:repositorio.pucsp.br:handle/10417Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-28T13:44:14Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docente |
dc.title.alternative.eng.fl_str_mv |
The initial formation and the conditions of senior students from a Pedagogy Major to the attendance in the teaching profession |
title |
A formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docente |
spellingShingle |
A formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docente Oliveira, Midiã Olinto de Concluintes do curso de Pedagogia Formação inicial Conhecimento de base sobre o ensino Aprendizagem profissional da docência Seniors from the Pedagogy Major Initial formation Fundamental knowledge about teaching Professional learning of the teaching profession CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
A formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docente |
title_full |
A formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docente |
title_fullStr |
A formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docente |
title_full_unstemmed |
A formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docente |
title_sort |
A formação inicial e as condições de alunos concluintes do curso de Pedagogia para o ingresso na profissão docente |
author |
Oliveira, Midiã Olinto de |
author_facet |
Oliveira, Midiã Olinto de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giovanni, Luciana Maria |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4205774E8 |
dc.contributor.author.fl_str_mv |
Oliveira, Midiã Olinto de |
contributor_str_mv |
Giovanni, Luciana Maria |
dc.subject.por.fl_str_mv |
Concluintes do curso de Pedagogia Formação inicial Conhecimento de base sobre o ensino Aprendizagem profissional da docência |
topic |
Concluintes do curso de Pedagogia Formação inicial Conhecimento de base sobre o ensino Aprendizagem profissional da docência Seniors from the Pedagogy Major Initial formation Fundamental knowledge about teaching Professional learning of the teaching profession CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Seniors from the Pedagogy Major Initial formation Fundamental knowledge about teaching Professional learning of the teaching profession |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This work belongs to the teaching formation field and focuses on the study of senior student from the Pedagogy Major of a public university. Under the perspective of the teacher s thought, we aimed to know and characterize those students and their conditions to the teaching profession, looking for understanding the strength of the initial formation at the preparation and acquisition of knowledge necessary to a good professional performance at the teaching profession. We also intended to identify the reasons underneath the decision for the attendance in the Pedagogy Major, the changes shaped by this formation in processes of thought related to the teaching profession, to being a teacher and to the difficulties that future teachers anticipate and expect to face in the teaching profession. The data, collected in 2012, by means of previously built and tested questionnaires, applied to 50 students, enabled a profile outline of this major seniors, based on the family, social and school dimensions, as well as the selection of three students who had not had teaching previous experience, to be interviewed in order to reveal their understanding in relation to simulated situations of the school routine data collected by means of Interview Guide and Narration of Teaching Situations, also previously built and tested. According to the theoretical contributions, mainly by Marcelo García and Lee Shulman and researchs from the 1970s about the teaching formation, the analysis of the results indicates to some tendencies already highlighted in other studies, such as the prevalence of very young students, composed mainly by women, from regular public schools. For the matter of the decision for the Pedagogy Major, in spite of the emphasis for the interest in the teaching profession and the children, there are signs that this choice had been made by social pressure and easier attendance to Higher Education and the field of work, rather than by the desire to be a teacher. Regarding to the initial formation, data revealed that the students do not feel prepared to deal with the classroom diversity and to be literacy teachers and also have little knowledge about the specific contents that must be taught in the initial grades of Primary School. They believe, however, in the inclination to study in order to compensate those gaps at the moment of the professional practice. They still asseverate their fear and insecurity related to the possibilities of well performing the profession and guarantee their future students learning, not only on account of the gaps realized at the formation course, but also the personal weakness due to the basic school which could not be totally compensated or overcome during the professional initial formation |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-10-22 |
dc.date.issued.fl_str_mv |
2013-09-18 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:32:50Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Oliveira, Midiã Olinto de. The initial formation and the conditions of senior students from a Pedagogy Major to the attendance in the teaching profession. 2013. 192 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10417 |
identifier_str_mv |
Oliveira, Midiã Olinto de. The initial formation and the conditions of senior students from a Pedagogy Major to the attendance in the teaching profession. 2013. 192 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade |
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Pontifícia Universidade Católica de São Paulo |
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