Vivência Pedagógica: A produção de sentidos na formação do professor em serviço

• Autor(a) principal: Soares, Júlio Ribeiro
• Data de Publicação: 2006
• 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/16269
• topic: Psicologia Sócio-Histórica; Produção de Sentidos; Formação de Professor em Serviço; Núcleos de Significação; Professores -- Formacao profissional; Psicologia social; Sociohistorical Psychology; Production of Meaning; In-service Teacher Training; Signification Nuclei; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

Nowadays, the topic of teacher training has played a major role in the research scenario of human sciences, namely Pedagogy and Educacional Psychology. At the same time, however, despite the fact that the understanding of some questions concerning this issue has improved significantly, there has been little research focusing more specifically on training in-service teachers. Thus, based on the issues raised above, the aim of this study is to aprehend and analyse meanings produced by teachers as regards their in-service academic training. The present analysis involves qualitative research, whose theoretical and methodological reference background was that of Sociohistorical Psychology. The study was carried out with only one subject, who teaches at the Elementary Level and was a former student of an academic in-service training course. Data were obtained from this subject by means of recurring interviews. The analysis of the data was conducted as from a proposal made by the Signification Nuclei. From the interviews, five signification nuclei were systematised as a means of approximation to the zones of meanings which shape the subject of the research in the process of her academic training. The signification nuclei are as follows: the teaching pedagogical action as a vital human activity; the pedagogical posture of the teaching trainers; the relationship between theory and pratice in the process of academic training; the affective mediation involved in being a teacher; overcoming of difficulties during the academic training period. As to the final considerations, an aspect to be highlighted is how the subject went through the process of her academic training, which not only seems to be commmitted to building up a new teacher but also a new person in her relation to the world. Hence the construction of a new individual, a new humanization