Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica
Autor(a) principal: | |
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Data de Publicação: | 2007 |
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/10024 |
Resumo: | The present dissertation is inserted in the line of Research Formation of Educators, of the Programme of Post-Graduation in Education: Curriculum, of the Pontifícia Universidade Católica de São Paulo. The main objective of this work consists of investigating the teaching formation as a continuum, understood as a permanent and systematic process that occurs throughout the life of a teacher, beyond the initial and continued formation, considered as a potential for the personal and professional development of this subject and his pedagogical practice, contributing for the construction of the teaching professionalism. Such discussion has as its background the change of paradigm concerned to the questions related to education and teaching formation, for beyond the model of technical rationality, centered, face to the context of the contemporanity, in the epistemology of the practice, from which has been revealed that the process of teaching development and learning transcends the acquisition of professionals competencies, i.e., technical knowledge and specific skills of a field of action, but which happens mainly through continuous exercises: of investigation of one s practices and situations that permeates one s reality, and of reflection on one s experiences, beliefs and personal life histories, constituent aspects of the teaching identity. It implies directing the formation of teachers and the pedagogical practice into a criticalreflexive- emancipatory perspective, situating them in a dimension/course of personal life, resulting in an articulated work between thought and action (theory and e practice), where it is made remarkable a conception of the teacher as an intellectual and creative agent in constant construction; one who thinks, feels and reflects on his actions; active in the possibility of widening the understanding of his universe and professional reality; able to structure decisions and plan actions. The methodology proposed is based on an approach of qualitative nature, materialized on the theoretical essay about the personal and professional teaching development and practice. Issue which is considered object of investigation of this work, liable to be continually deepened and widened in future studies. For so, the readings and reflections make use of the contributions of Nóvoa (2007, 1995, 1992), Mizukami (2002, 1998), Schön (2000, 1992), García (1999), Zeichner (1993), Pérez-Gomez (1992), among others, finding support, however, on the theoretical basis oriented by a literature which privileges the investigation about the thought of the teacher, the personal theories, the learning through the experience, the reflective teaching and the practical thinking, the processes through which this professional learns to teach, the concept of professional development as a continuous process of formation. The course which defined the period of the masters course and the production of this dissertation revealed even more relevant and significant as the course of life of the researcher itself legitimated the content investigated |
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Brito, Regina Lúcia Giffoni Luz dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785548J0http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4504059U3Fernandes Filho, Sergio Marcos Zurita2016-04-27T14:32:07Z2008-01-292007-11-12Fernandes Filho, Sergio Marcos Zurita. Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica. 2007. 238 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007.https://tede2.pucsp.br/handle/handle/10024The present dissertation is inserted in the line of Research Formation of Educators, of the Programme of Post-Graduation in Education: Curriculum, of the Pontifícia Universidade Católica de São Paulo. The main objective of this work consists of investigating the teaching formation as a continuum, understood as a permanent and systematic process that occurs throughout the life of a teacher, beyond the initial and continued formation, considered as a potential for the personal and professional development of this subject and his pedagogical practice, contributing for the construction of the teaching professionalism. Such discussion has as its background the change of paradigm concerned to the questions related to education and teaching formation, for beyond the model of technical rationality, centered, face to the context of the contemporanity, in the epistemology of the practice, from which has been revealed that the process of teaching development and learning transcends the acquisition of professionals competencies, i.e., technical knowledge and specific skills of a field of action, but which happens mainly through continuous exercises: of investigation of one s practices and situations that permeates one s reality, and of reflection on one s experiences, beliefs and personal life histories, constituent aspects of the teaching identity. It implies directing the formation of teachers and the pedagogical practice into a criticalreflexive- emancipatory perspective, situating them in a dimension/course of personal life, resulting in an articulated work between thought and action (theory and e practice), where it is made remarkable a conception of the teacher as an intellectual and creative agent in constant construction; one who thinks, feels and reflects on his actions; active in the possibility of widening the understanding of his universe and professional reality; able to structure decisions and plan actions. The methodology proposed is based on an approach of qualitative nature, materialized on the theoretical essay about the personal and professional teaching development and practice. Issue which is considered object of investigation of this work, liable to be continually deepened and widened in future studies. For so, the readings and reflections make use of the contributions of Nóvoa (2007, 1995, 1992), Mizukami (2002, 1998), Schön (2000, 1992), García (1999), Zeichner (1993), Pérez-Gomez (1992), among others, finding support, however, on the theoretical basis oriented by a literature which privileges the investigation about the thought of the teacher, the personal theories, the learning through the experience, the reflective teaching and the practical thinking, the processes through which this professional learns to teach, the concept of professional development as a continuous process of formation. The course which defined the period of the masters course and the production of this dissertation revealed even more relevant and significant as the course of life of the researcher itself legitimated the content investigatedA presente dissertação insere-se na Linha de Pesquisa Formação de Educadores, do Programa de Pós-Graduação em Educação: Currículo, da Pontifícia Universidade Católica de São Paulo. O principal objetivo deste trabalho consiste em investigar a formação docente enquanto um continuum, entendida como um processo permanente e sistemático que se tece ao longo de toda a vida do professor, aquém e além da formação inicial e continuada, considerado potencial para o desenvolvimento pessoal e profissional deste sujeito e de sua prática pedagógica, contribuindo para a construção da profissionalidade docente. Tal discussão tem como pano de fundo a mudança de paradigma quanto às questões referentes à educação e à formação de professores, para além do modelo da racionalidade técnica, centrada, face ao contexto da contemporaneidade, na epistemologia da prática, a partir da qual se tem revelado que o processo de desenvolvimento e aprendizagem docente transcende a aquisição de competências profissionais, isto é, conhecimentos técnicos e habilidades específicas de uma área de atuação, mas se desenrola principalmente por meio de exercícios contínuos: de investigação sobre suas práticas e situações que permeiam sua realidade vivida, e de reflexão sobre suas experiências, crenças e histórias de vida pessoais, aspectos constituintes da identidade docente. Isto implica direcionar a formação de professores e a prática pedagógica numa perspectiva crítico-reflexivo-emancipatória, situando-as numa dimensão/percurso de vida pessoal, resultado de um trabalho articulado entre pensamento e ação (teoria e prática), onde fica marcante uma concepção do professor enquanto um agente intelectual e criativo em constante construção; que pensa, sente e reflete sobre suas ações; ativo na possibilidade de ampliar a compreensão acerca do seu universo e de sua realidade profissional; capaz de estruturar decisões e planejar ações. A metodologia proposta apóia-se numa abordagem de natureza qualitativa, materializada no ensaio teórico acerca do desenvolvimento pessoal e profissional do professor e de sua prática. Temática esta considerada objeto de investigação deste estudo, passível de ser aprofundada e ampliada continuamente em estudos futuros. Para tanto, as leituras e reflexões se apropriaram das contribuições de Nóvoa (2007, 1995, 1992), Mizukami (2002, 1998), Schön (2000, 1992), García (1999), Zeichner (1993), Pérez-Gomez (1992), entre outros, recaindo-se, portanto, sobre aporte teórico orientado por uma literatura privilegiadora da investigação sobre o pensamento do professor, as teorias pessoais, a aprendizagem pela experiência, o ensino reflexivo e o pensamento prático, os processos pelos quais este profissional aprende a ensinar, a concepção de desenvolvimento profissional enquanto um processo contínuo de formaçãoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23291/Sergio%20Marcos%20Zurita%20Fernandes%20Filho.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoFormação de professorDesenvolvimento pessoal e profissionalPrática pedagógicaProfessores -- Formacao profissionalDesenvolvimento profissionalPratica de ensinoSucessoTeaching formationPersonal and professional developmentPedagogical practiceCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógicaTeaching Formation - Reflections on the professional and personal teaching and the pedagogical practiceinfo: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_SPTEXTSergio Marcos Zurita Fernandes Filho.pdf.txtSergio Marcos Zurita Fernandes Filho.pdf.txtExtracted texttext/plain540846https://repositorio.pucsp.br/xmlui/bitstream/handle/10024/3/Sergio%20Marcos%20Zurita%20Fernandes%20Filho.pdf.txt32fc465a3090387f01dc1dc03ecc3877MD53ORIGINALSergio Marcos Zurita Fernandes Filho.pdfapplication/pdf630468https://repositorio.pucsp.br/xmlui/bitstream/handle/10024/1/Sergio%20Marcos%20Zurita%20Fernandes%20Filho.pdf9ac83b6e48b0c23d6305edb5ba419b37MD51THUMBNAILSergio Marcos Zurita Fernandes Filho.pdf.jpgSergio Marcos Zurita Fernandes Filho.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10024/2/Sergio%20Marcos%20Zurita%20Fernandes%20Filho.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/100242022-04-27 10:01:39.581oai:repositorio.pucsp.br:handle/10024Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T13:01:39Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica |
dc.title.alternative.eng.fl_str_mv |
Teaching Formation - Reflections on the professional and personal teaching and the pedagogical practice |
title |
Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica |
spellingShingle |
Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica Fernandes Filho, Sergio Marcos Zurita Formação de professor Desenvolvimento pessoal e profissional Prática pedagógica Professores -- Formacao profissional Desenvolvimento profissional Pratica de ensino Sucesso Teaching formation Personal and professional development Pedagogical practice CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica |
title_full |
Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica |
title_fullStr |
Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica |
title_full_unstemmed |
Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica |
title_sort |
Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica |
author |
Fernandes Filho, Sergio Marcos Zurita |
author_facet |
Fernandes Filho, Sergio Marcos Zurita |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Brito, Regina Lúcia Giffoni Luz de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785548J0 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4504059U3 |
dc.contributor.author.fl_str_mv |
Fernandes Filho, Sergio Marcos Zurita |
contributor_str_mv |
Brito, Regina Lúcia Giffoni Luz de |
dc.subject.por.fl_str_mv |
Formação de professor Desenvolvimento pessoal e profissional Prática pedagógica Professores -- Formacao profissional Desenvolvimento profissional Pratica de ensino Sucesso |
topic |
Formação de professor Desenvolvimento pessoal e profissional Prática pedagógica Professores -- Formacao profissional Desenvolvimento profissional Pratica de ensino Sucesso Teaching formation Personal and professional development Pedagogical practice CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching formation Personal and professional development Pedagogical practice |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present dissertation is inserted in the line of Research Formation of Educators, of the Programme of Post-Graduation in Education: Curriculum, of the Pontifícia Universidade Católica de São Paulo. The main objective of this work consists of investigating the teaching formation as a continuum, understood as a permanent and systematic process that occurs throughout the life of a teacher, beyond the initial and continued formation, considered as a potential for the personal and professional development of this subject and his pedagogical practice, contributing for the construction of the teaching professionalism. Such discussion has as its background the change of paradigm concerned to the questions related to education and teaching formation, for beyond the model of technical rationality, centered, face to the context of the contemporanity, in the epistemology of the practice, from which has been revealed that the process of teaching development and learning transcends the acquisition of professionals competencies, i.e., technical knowledge and specific skills of a field of action, but which happens mainly through continuous exercises: of investigation of one s practices and situations that permeates one s reality, and of reflection on one s experiences, beliefs and personal life histories, constituent aspects of the teaching identity. It implies directing the formation of teachers and the pedagogical practice into a criticalreflexive- emancipatory perspective, situating them in a dimension/course of personal life, resulting in an articulated work between thought and action (theory and e practice), where it is made remarkable a conception of the teacher as an intellectual and creative agent in constant construction; one who thinks, feels and reflects on his actions; active in the possibility of widening the understanding of his universe and professional reality; able to structure decisions and plan actions. The methodology proposed is based on an approach of qualitative nature, materialized on the theoretical essay about the personal and professional teaching development and practice. Issue which is considered object of investigation of this work, liable to be continually deepened and widened in future studies. For so, the readings and reflections make use of the contributions of Nóvoa (2007, 1995, 1992), Mizukami (2002, 1998), Schön (2000, 1992), García (1999), Zeichner (1993), Pérez-Gomez (1992), among others, finding support, however, on the theoretical basis oriented by a literature which privileges the investigation about the thought of the teacher, the personal theories, the learning through the experience, the reflective teaching and the practical thinking, the processes through which this professional learns to teach, the concept of professional development as a continuous process of formation. The course which defined the period of the masters course and the production of this dissertation revealed even more relevant and significant as the course of life of the researcher itself legitimated the content investigated |
publishDate |
2007 |
dc.date.issued.fl_str_mv |
2007-11-12 |
dc.date.available.fl_str_mv |
2008-01-29 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:32:07Z |
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masterThesis |
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Fernandes Filho, Sergio Marcos Zurita. Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica. 2007. 238 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10024 |
identifier_str_mv |
Fernandes Filho, Sergio Marcos Zurita. Formação Docente - Reflexões sobre o desenvolvimento profissional e pessoal do professor e de sua prática pedagógica. 2007. 238 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
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PUC-SP |
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BR |
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Pontifícia Universidade Católica de São Paulo |
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