Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade
Autor(a) principal: | |
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Data de Publicação: | 2016 |
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/18806 |
Resumo: | When the theme is teachers initial training to the Basic Educacion, the first element that emerges as a research focus is the role of polyvalence in the professional exercise.This perspective has the intention to ensure in its formation the comprehension of a global pedagogy that in one side meets the students needs and interests and in the other side encourages the teacher to realize the knowledges comprehensively and articulated, thus resulting a polyvalent teacher.There is a tension that characterizes this polyvalency: the teacher is seen as a professional that masters the knowledge of different curricular components and at the same time, acts in the student development under his responsibility.Therefore, the formation understands that this role must be to exercised by only a professional who meets these specificities. It regards a possible action since subsidized by criticizes view of the curriculum and an oriented learning to the inter and transdisciplinary. In this assignment, by a documentary research and bibliographic, has been identified that the polyvalency in the early years must be understood as a general skills able to form humam being in all dimensions; however, it is necessary not to treat as a mult task professional synonymous, in other words, that one fulfills many functions, without articulate them. This teacher must then adopt an interdisciplinary articulated action in many knowledge, as well as to understand the development and the learning of his student, from the social, cognitive and emotional point of view. In short, it regards a polyvalent teacher turning himself into an interdisciplinary professional |
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Noffs, Neide de Aquinohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4338726Z6Barros , Kelly Cristina da Silva2016-08-08T12:09:20Z2016-03-15Barros , Kelly Cristina da Silva. Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade. 2016.80 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/18806When the theme is teachers initial training to the Basic Educacion, the first element that emerges as a research focus is the role of polyvalence in the professional exercise.This perspective has the intention to ensure in its formation the comprehension of a global pedagogy that in one side meets the students needs and interests and in the other side encourages the teacher to realize the knowledges comprehensively and articulated, thus resulting a polyvalent teacher.There is a tension that characterizes this polyvalency: the teacher is seen as a professional that masters the knowledge of different curricular components and at the same time, acts in the student development under his responsibility.Therefore, the formation understands that this role must be to exercised by only a professional who meets these specificities. It regards a possible action since subsidized by criticizes view of the curriculum and an oriented learning to the inter and transdisciplinary. In this assignment, by a documentary research and bibliographic, has been identified that the polyvalency in the early years must be understood as a general skills able to form humam being in all dimensions; however, it is necessary not to treat as a mult task professional synonymous, in other words, that one fulfills many functions, without articulate them. This teacher must then adopt an interdisciplinary articulated action in many knowledge, as well as to understand the development and the learning of his student, from the social, cognitive and emotional point of view. In short, it regards a polyvalent teacher turning himself into an interdisciplinary professionalQuando o tema é formação inicial de professores para o Ensino Fundamental I, o primeiro elemento que surge como foco de pesquisa é o papel da polivalência no exercício profissional. Essa perspectiva tem a intenção de garantir na formação a compreensão de uma pedagogia global que de um lado atenda às necessidades e aos interesses dos alunos e de outro incentive o professor a perceber os conhecimentos de maneira integral e articulada, resultando assim um docente polivalente. Existe uma tensão que caracteriza essa polivalência: o professor é visto como profissional que domina o conhecimento dos diferentes componentes curriculares e, ao mesmo tempo, que atua no desenvolvimento do aluno sob sua responsabilidade. Assim, a formação entende que esse papel deve ser exercido por um único profissional que atenda a essas especificidades. Trata-se de uma ação possível, desde que subsidiada por uma visão crítica do currículo e um ensino voltado para a inter e transdisciplinaridade. Este trabalho, por meio de pesquisa documental e bibliográfica, identificou que a polivalência nos anos iniciais deve ser entendida como competências gerais capazes de formar seres humanos em todas as suas dimensões; porém, é necessário não trata-la como sinônimo de profissional multitarefa, ou seja, aquele que cumpre muitas funções, sem articulá-las. Esse professor deve, pois, adotar uma ação interdisciplinar articulada a diversos conhecimentos, bem como compreender o desenvolvimento e a aprendizagem de seus alunos, dos pontos de vista social, cognitivo e emocional. Em suma, trata-se do professor polivalente se transformando em profissional interdisciplinarCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/38118/Kelly%20Cristina%20da%20Silva%20Barros.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoFormação inicial de professoresCurrículoPolivalência interdisciplinaridadePolyvalenceTeachers initial trainingCurriculumCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOFormação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridadeinfo: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_SPTEXTKelly Cristina da Silva Barros.pdf.txtKelly Cristina da Silva Barros.pdf.txtExtracted texttext/plain196794https://repositorio.pucsp.br/xmlui/bitstream/handle/18806/4/Kelly%20Cristina%20da%20Silva%20Barros.pdf.txt37cb022b3baca925b5d49f0224280b2aMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade |
title |
Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade |
spellingShingle |
Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade Barros , Kelly Cristina da Silva Formação inicial de professores Currículo Polivalência interdisciplinaridade Polyvalence Teachers initial training Curriculum CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade |
title_full |
Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade |
title_fullStr |
Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade |
title_full_unstemmed |
Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade |
title_sort |
Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade |
author |
Barros , Kelly Cristina da Silva |
author_facet |
Barros , Kelly Cristina da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Noffs, Neide de Aquino |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4338726Z6 |
dc.contributor.author.fl_str_mv |
Barros , Kelly Cristina da Silva |
contributor_str_mv |
Noffs, Neide de Aquino |
dc.subject.por.fl_str_mv |
Formação inicial de professores Currículo Polivalência interdisciplinaridade Polyvalence |
topic |
Formação inicial de professores Currículo Polivalência interdisciplinaridade Polyvalence Teachers initial training Curriculum CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Teachers initial training Curriculum |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
When the theme is teachers initial training to the Basic Educacion, the first element that emerges as a research focus is the role of polyvalence in the professional exercise.This perspective has the intention to ensure in its formation the comprehension of a global pedagogy that in one side meets the students needs and interests and in the other side encourages the teacher to realize the knowledges comprehensively and articulated, thus resulting a polyvalent teacher.There is a tension that characterizes this polyvalency: the teacher is seen as a professional that masters the knowledge of different curricular components and at the same time, acts in the student development under his responsibility.Therefore, the formation understands that this role must be to exercised by only a professional who meets these specificities. It regards a possible action since subsidized by criticizes view of the curriculum and an oriented learning to the inter and transdisciplinary. In this assignment, by a documentary research and bibliographic, has been identified that the polyvalency in the early years must be understood as a general skills able to form humam being in all dimensions; however, it is necessary not to treat as a mult task professional synonymous, in other words, that one fulfills many functions, without articulate them. This teacher must then adopt an interdisciplinary articulated action in many knowledge, as well as to understand the development and the learning of his student, from the social, cognitive and emotional point of view. In short, it regards a polyvalent teacher turning himself into an interdisciplinary professional |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-08T12:09:20Z |
dc.date.issued.fl_str_mv |
2016-03-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Barros , Kelly Cristina da Silva. Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade. 2016.80 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/18806 |
identifier_str_mv |
Barros , Kelly Cristina da Silva. Formação inicial de professores do Ensino Fundamental I: da polivalência à interdisciplinaridade. 2016.80 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
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https://tede2.pucsp.br/handle/handle/18806 |
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por |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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