Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores
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 PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/21507 |
Resumo: | The debate on education paradigm is relevant facing the imposed challenges by an ethical and ecological crisis which permeates society. A paradigm can be understood as a force acting over a society which submits to certain dogmas and ideologies. Such elements are absorbed and unconsciously reproduced by the people, operating on how they deal with themselves, with the others and with nature. (MORIN, 2010). The present research brings as an investigative field VILA School, in Fortaleza, since it was built on a teaching context over 36 years proposing an education paradigm starting from an Ecosystemic Pedagogical approach, with its curricular principle based on empathy, self-awareness, collaborative work, dialogue with local and global community and creativity. As a starting point we investigated if the teacher’s knowledge related to Vila school pedagogical praxis is contemplated on training activities offered to its teachers. To do so, a qualitative research was held through a focal group with employed teachers and semi structured interviews with coordinators. Data was then processed using IRAMUTEQ software, generating five types of discussion. The analyzed results were organized in two phases: the first with the identified teacher’s knowledge; and the second with the knowledge categories according to the eight dimensions applied on teachers training, proposals of Sousa and Placco (2016). Among the analyzed teacher’s knowledge, it stands out being open to “what’s new”, sensitiveness and planetary consciousness. About the teacher’s training, it is clear the relevance of multidimensionality on teacher’s knowledge, high lightening the dimension we add to those on which we are based upon – Contact with Nature – as a learning source of knowledge for a paradigmatic transformation. We conclude that such investigation may contribute to creating future learning proposals of VILA teachers and possibly other teaching proposals which consider ethic and ecology as guidelines to school learning |
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Passarelli, Lílian Maria GhiuroStudent teachinghttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8588427T9Sotero, Morena Cristal Limaverde2018-10-19T11:51:04Z2018-08-16Sotero, Morena Cristal Limaverde. Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores. 2018. 146 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21507The debate on education paradigm is relevant facing the imposed challenges by an ethical and ecological crisis which permeates society. A paradigm can be understood as a force acting over a society which submits to certain dogmas and ideologies. Such elements are absorbed and unconsciously reproduced by the people, operating on how they deal with themselves, with the others and with nature. (MORIN, 2010). The present research brings as an investigative field VILA School, in Fortaleza, since it was built on a teaching context over 36 years proposing an education paradigm starting from an Ecosystemic Pedagogical approach, with its curricular principle based on empathy, self-awareness, collaborative work, dialogue with local and global community and creativity. As a starting point we investigated if the teacher’s knowledge related to Vila school pedagogical praxis is contemplated on training activities offered to its teachers. To do so, a qualitative research was held through a focal group with employed teachers and semi structured interviews with coordinators. Data was then processed using IRAMUTEQ software, generating five types of discussion. The analyzed results were organized in two phases: the first with the identified teacher’s knowledge; and the second with the knowledge categories according to the eight dimensions applied on teachers training, proposals of Sousa and Placco (2016). Among the analyzed teacher’s knowledge, it stands out being open to “what’s new”, sensitiveness and planetary consciousness. About the teacher’s training, it is clear the relevance of multidimensionality on teacher’s knowledge, high lightening the dimension we add to those on which we are based upon – Contact with Nature – as a learning source of knowledge for a paradigmatic transformation. We conclude that such investigation may contribute to creating future learning proposals of VILA teachers and possibly other teaching proposals which consider ethic and ecology as guidelines to school learningA discussão sobre os paradigmas em educação é relevante frente aos desafios impostos por uma crise ética e ecológica que permeia a sociedade. Um paradigma pode ser entendido como uma força, a qual submete uma sociedade a determinados dogmas e ideologias, que são assimilados e reproduzidos de forma inconsciente pelos indivíduos, influenciando-os na maneira que se relacionam consigo mesmos, com o outro e com a natureza (MORIN, 2010). A presente pesquisa tem como campo investigativo a Escola VILA, em Fortaleza, por ser um contexto de ensino que há 36 anos propõe um paradigma de educação a partir de uma abordagem Pedagógica Ecossistêmica, cujo princípio curricular é norteado pela empatia, autopercepção, trabalho colaborativo, diálogo com a comunidade local e global, e criatividade. Como ponto de partida, buscou-se investigar se os saberes docentes imbricados na prática pedagógica da Escola VILA são contemplados nas ações formativas propostas aos seus professores. Para isso, realizou-se uma pesquisa de natureza qualitativa, por meio de um grupo focal com professores em exercício e entrevistas semiestruturadas com os coordenadores. Os dados foram processados por meio do software IRAMUTEQ, gerando cinco classes de discussão. Os resultados analisados foram organizados em duas etapas: a primeira, com a identificação dos saberes docentes; a segunda, com a categorização dos saberes de acordo com as oito dimensões da formação de professores, propostas por Sousa e Placco (2016). Dos saberes docentes analisados, destacam-se a abertura “ao novo”, a sensibilidade e a consciência planetária. Sobre a formação de professores, evidencia-se a relevância da multidimensionalidade na formação docente, com destaque à dimensão por nós acrescentada àquelas em que nos baseamos – Contato com a Natureza –, como fonte formativa de saberes para uma transformação paradigmática do ensino. Concluímos que esta investigação pode contribuir com a organização de futuras propostas formativas dos professores da Escola VILA e, possivelmente, com outras propostas de ensino que considerem a ética e a ecologia como princípios norteadores da aprendizagem na escolaapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/46926/Morena%20Cristal%20Limaverde%20Sotero.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoProfessores - Formação profissionalAbordagem interdisciplinar do conhecimento na educaçãoEducação - Finalidades e objetivosPrática de ensinoTeachers - Occupational trainingInterdisciplinary approach in educationEducation - Aims and objectivesStudent teachingCNPQ::CIENCIAS HUMANAS::EDUCACAODos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professoresinfo: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_SPTEXTMorena Cristal Limaverde Sotero.pdf.txtMorena Cristal Limaverde Sotero.pdf.txtExtracted texttext/plain325080https://repositorio.pucsp.br/xmlui/bitstream/handle/21507/4/Morena%20Cristal%20Limaverde%20Sotero.pdf.txt33437fb275f531d5d9623b404760f882MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores |
title |
Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores |
spellingShingle |
Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores Sotero, Morena Cristal Limaverde Professores - Formação profissional Abordagem interdisciplinar do conhecimento na educação Educação - Finalidades e objetivos Prática de ensino Teachers - Occupational training Interdisciplinary approach in education Education - Aims and objectives Student teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores |
title_full |
Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores |
title_fullStr |
Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores |
title_full_unstemmed |
Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores |
title_sort |
Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores |
author |
Sotero, Morena Cristal Limaverde |
author_facet |
Sotero, Morena Cristal Limaverde |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passarelli, Lílian Maria Ghiuro Student teaching |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8588427T9 |
dc.contributor.author.fl_str_mv |
Sotero, Morena Cristal Limaverde |
contributor_str_mv |
Passarelli, Lílian Maria Ghiuro Student teaching |
dc.subject.por.fl_str_mv |
Professores - Formação profissional Abordagem interdisciplinar do conhecimento na educação Educação - Finalidades e objetivos Prática de ensino |
topic |
Professores - Formação profissional Abordagem interdisciplinar do conhecimento na educação Educação - Finalidades e objetivos Prática de ensino Teachers - Occupational training Interdisciplinary approach in education Education - Aims and objectives Student teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teachers - Occupational training Interdisciplinary approach in education Education - Aims and objectives Student teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The debate on education paradigm is relevant facing the imposed challenges by an ethical and ecological crisis which permeates society. A paradigm can be understood as a force acting over a society which submits to certain dogmas and ideologies. Such elements are absorbed and unconsciously reproduced by the people, operating on how they deal with themselves, with the others and with nature. (MORIN, 2010). The present research brings as an investigative field VILA School, in Fortaleza, since it was built on a teaching context over 36 years proposing an education paradigm starting from an Ecosystemic Pedagogical approach, with its curricular principle based on empathy, self-awareness, collaborative work, dialogue with local and global community and creativity. As a starting point we investigated if the teacher’s knowledge related to Vila school pedagogical praxis is contemplated on training activities offered to its teachers. To do so, a qualitative research was held through a focal group with employed teachers and semi structured interviews with coordinators. Data was then processed using IRAMUTEQ software, generating five types of discussion. The analyzed results were organized in two phases: the first with the identified teacher’s knowledge; and the second with the knowledge categories according to the eight dimensions applied on teachers training, proposals of Sousa and Placco (2016). Among the analyzed teacher’s knowledge, it stands out being open to “what’s new”, sensitiveness and planetary consciousness. About the teacher’s training, it is clear the relevance of multidimensionality on teacher’s knowledge, high lightening the dimension we add to those on which we are based upon – Contact with Nature – as a learning source of knowledge for a paradigmatic transformation. We conclude that such investigation may contribute to creating future learning proposals of VILA teachers and possibly other teaching proposals which consider ethic and ecology as guidelines to school learning |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-10-19T11:51:04Z |
dc.date.issued.fl_str_mv |
2018-08-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Sotero, Morena Cristal Limaverde. Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores. 2018. 146 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21507 |
identifier_str_mv |
Sotero, Morena Cristal Limaverde. Dos saberes docentes à prática pedagógica na Escola Vila: contribuição para a formação de professores. 2018. 146 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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