Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/23149 |
Resumo: | The general objective of this work is to analyze how experiences lived by teachers, while they were students, reverberate in their professional performance and teaching development in their own speeches. The specific objectives were to identify situations lived by teachers which marked their lives as students; to verify how such situations made the relations teacher-student-knowledge more difficult or easier when they became teachers; to problematize the critical incidents present in the teachers’ narratives and analyze them as formative strategy. These objectives are justifiable due to the need for the design of teacher development proposals that are aligned with the real needs of the teachers and that include elements of their life experiences as thematic possibilities. The search for answers to the initial questions occurred through a qualitative approach. The production of information happened by means of the collection of individual accounts shared in a teachers’ meeting, besides reflective interviews with five teachers who teach the final years of Middle School in a private school in the city of São Paulo. The choice of the reflective interview as one of the strategies for the production of information was due to the possibility of interaction between the interviewer and the interviewee that this tool carries in itself. The information produced in these interviews was later analyzed and organized in thematic branches. The main theoretical references used were Wallon (1986a, 1986b, 1975, 2007), Almeida (2009, 2012, 2015, 2019), Imbernón (2010), Placco (2010), Puig (2007), Vinha (2009, 2016) and Zaragaza (2006). It was realized that the use of critical incidents to support the production of formative proposals had positive results as, by means of accounts of memorable episodes in their lives as students, the teachers had the opportunity to rethink the meaning of the lived experience in a new perspective and, therefore, exercise self knowledge as well as better understand the importance of his/her role in the interpersonal relations in the educational process. Another evidence was articulating the formative proposals with the teachers’ needs and, mainly, their own lived path, will enable them to gain repertoire and knowledge about possibilities of action that open space for the holistic development of all of those involved in the teaching-learning process |
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Almeida, Laurinda Ramalho dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K2864784E9Correa, Ana Claudia Esteves2020-08-10T11:38:52Z2020-05-28Correa, Ana Claudia Esteves. Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente. 2020. 163 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, 2020.https://tede2.pucsp.br/handle/handle/23149The general objective of this work is to analyze how experiences lived by teachers, while they were students, reverberate in their professional performance and teaching development in their own speeches. The specific objectives were to identify situations lived by teachers which marked their lives as students; to verify how such situations made the relations teacher-student-knowledge more difficult or easier when they became teachers; to problematize the critical incidents present in the teachers’ narratives and analyze them as formative strategy. These objectives are justifiable due to the need for the design of teacher development proposals that are aligned with the real needs of the teachers and that include elements of their life experiences as thematic possibilities. The search for answers to the initial questions occurred through a qualitative approach. The production of information happened by means of the collection of individual accounts shared in a teachers’ meeting, besides reflective interviews with five teachers who teach the final years of Middle School in a private school in the city of São Paulo. The choice of the reflective interview as one of the strategies for the production of information was due to the possibility of interaction between the interviewer and the interviewee that this tool carries in itself. The information produced in these interviews was later analyzed and organized in thematic branches. The main theoretical references used were Wallon (1986a, 1986b, 1975, 2007), Almeida (2009, 2012, 2015, 2019), Imbernón (2010), Placco (2010), Puig (2007), Vinha (2009, 2016) and Zaragaza (2006). It was realized that the use of critical incidents to support the production of formative proposals had positive results as, by means of accounts of memorable episodes in their lives as students, the teachers had the opportunity to rethink the meaning of the lived experience in a new perspective and, therefore, exercise self knowledge as well as better understand the importance of his/her role in the interpersonal relations in the educational process. Another evidence was articulating the formative proposals with the teachers’ needs and, mainly, their own lived path, will enable them to gain repertoire and knowledge about possibilities of action that open space for the holistic development of all of those involved in the teaching-learning processO presente trabalho teve como objetivo geral analisar como experiências vividas por professores, enquanto alunos, reverberam na sua atuação profissional e na formação docente, na fala dos próprios professores. Os objetivos específicos foram identificar, nos relatos dos professores, situações vividas que marcaram suas vidas de estudantes; verificar como tais situações reverberam nas relações professor-aluno-conhecimento, quando se tornaram professores; problematizar os incidentes críticos presentes nas narrativas dos professores e analisá-los como estratégia formativa. Esses objetivos se justificam pela necessidade de se desenvolverem propostas de formação de professores que estejam alinhadas às necessidades reais dos docentes, assim como que envolvam elementos de sua experiência de vida como possibilidades temáticas. A investigação deu-se em uma abordagem qualitativa. A produção de informações aconteceu por meio da coleta de relatos individuais feitos em uma reunião de formação, além da realização de entrevistas reflexivas com cinco professores que lecionam para alunos dos anos finais do Ensino Fundamental em uma escola da rede privada da cidade de São Paulo. A escolha pela entrevista reflexiva como uma das estratégias para produção de informações deu-se pela possibilidade de interação entrevistador-entrevistado que esse dispositivo carrega em si. As informações produzidas nessas entrevistas foram analisadas e organizadas em núcleos temáticos posteriormente. Os principais referenciais teóricos utilizados foram Wallon (1986a, 1986b, 1975, 2007), Almeida (2009, 2012, 2015, 2019), Imbernón (2010), Placco (2010), Puig (2007), Vinha (2009, 2016) e Zaragaza (2006). Constatou-se que a utilização de incidentes críticos para embasar a produção de propostas formativas teve resultados positivos, pois, por meio de relatos de episódios marcantes em suas vidas enquanto alunos, os professores tiveram a oportunidade de ressignificar o vivido sob uma nova ótica e, dessa forma, tanto exercitar o autoconhecimento, quanto entender melhor a relevância de seu papel nas relações interpessoais no processo educativo. Outra evidência foi a de que articular as propostas formativas às necessidades docentes e, principalmente, a sua própria trajetória vivida, oportunizará que ganhem repertório e conhecimentos sobre possibilidades de agir que abram espaço para o desenvolvimento integral de todos os envolvidos no processo ensino- aprendizagemapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/52112/Ana%20Claudia%20Esteves%20Correa.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoProfessores e alunosProfessores - Formação profissionalRelações humanasTeacher-student relationshipsTeachers - Occupational trainingInterpersonal relationsCNPQ::CIENCIAS HUMANAS::EDUCACAODo vivido ontem ao realizado hoje: marcas que reverberam na ação docenteFrom yesterday’s experiences to today’s achievements: marks that reverberate in the teaching 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_SPTEXTAna Claudia Esteves Correa.pdf.txtAna Claudia Esteves Correa.pdf.txtExtracted texttext/plain344080https://repositorio.pucsp.br/xmlui/bitstream/handle/23149/4/Ana%20Claudia%20Esteves%20Correa.pdf.txt822406982af4c8550f950a44d8fec5deMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente |
dc.title.alternative.eng.fl_str_mv |
From yesterday’s experiences to today’s achievements: marks that reverberate in the teaching practice |
title |
Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente |
spellingShingle |
Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente Correa, Ana Claudia Esteves Professores e alunos Professores - Formação profissional Relações humanas Teacher-student relationships Teachers - Occupational training Interpersonal relations CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente |
title_full |
Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente |
title_fullStr |
Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente |
title_full_unstemmed |
Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente |
title_sort |
Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente |
author |
Correa, Ana Claudia Esteves |
author_facet |
Correa, Ana Claudia Esteves |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Laurinda Ramalho de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K2864784E9 |
dc.contributor.author.fl_str_mv |
Correa, Ana Claudia Esteves |
contributor_str_mv |
Almeida, Laurinda Ramalho de |
dc.subject.por.fl_str_mv |
Professores e alunos Professores - Formação profissional Relações humanas |
topic |
Professores e alunos Professores - Formação profissional Relações humanas Teacher-student relationships Teachers - Occupational training Interpersonal relations CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher-student relationships Teachers - Occupational training Interpersonal relations |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The general objective of this work is to analyze how experiences lived by teachers, while they were students, reverberate in their professional performance and teaching development in their own speeches. The specific objectives were to identify situations lived by teachers which marked their lives as students; to verify how such situations made the relations teacher-student-knowledge more difficult or easier when they became teachers; to problematize the critical incidents present in the teachers’ narratives and analyze them as formative strategy. These objectives are justifiable due to the need for the design of teacher development proposals that are aligned with the real needs of the teachers and that include elements of their life experiences as thematic possibilities. The search for answers to the initial questions occurred through a qualitative approach. The production of information happened by means of the collection of individual accounts shared in a teachers’ meeting, besides reflective interviews with five teachers who teach the final years of Middle School in a private school in the city of São Paulo. The choice of the reflective interview as one of the strategies for the production of information was due to the possibility of interaction between the interviewer and the interviewee that this tool carries in itself. The information produced in these interviews was later analyzed and organized in thematic branches. The main theoretical references used were Wallon (1986a, 1986b, 1975, 2007), Almeida (2009, 2012, 2015, 2019), Imbernón (2010), Placco (2010), Puig (2007), Vinha (2009, 2016) and Zaragaza (2006). It was realized that the use of critical incidents to support the production of formative proposals had positive results as, by means of accounts of memorable episodes in their lives as students, the teachers had the opportunity to rethink the meaning of the lived experience in a new perspective and, therefore, exercise self knowledge as well as better understand the importance of his/her role in the interpersonal relations in the educational process. Another evidence was articulating the formative proposals with the teachers’ needs and, mainly, their own lived path, will enable them to gain repertoire and knowledge about possibilities of action that open space for the holistic development of all of those involved in the teaching-learning process |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-08-10T11:38:52Z |
dc.date.issued.fl_str_mv |
2020-05-28 |
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 |
Correa, Ana Claudia Esteves. Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente. 2020. 163 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, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23149 |
identifier_str_mv |
Correa, Ana Claudia Esteves. Do vivido ontem ao realizado hoje: marcas que reverberam na ação docente. 2020. 163 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, 2020. |
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https://tede2.pucsp.br/handle/handle/23149 |
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Pontifícia Universidade Católica de São Paulo |
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PUC-SP |
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Pontifícia Universidade Católica de São Paulo |
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