A prática pedagógica na formação de professores com o uso de TDIS sob o foco das objetivações de Agnes Heller : Brasil e Portugal num estudo de caso múltiplo integrado

Detalhes bibliográficos
Autor(a) principal: Paula, Marlúbia Corrêa de
Data de Publicação: 2018
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/8044
Resumo: This study objective is to identify the pedagogical practices conducted by professors from Brazil and Portugal, described by them the existence of characteristics of the categories of the Theory of Quotidian presents in Agnes Heller´s objectifications (daily life and everyday things). Supports the thesis that professors trainers perform constituents actions of their pedagogical practices maintening objectifications in itself (of own particularities of man, as an individual). This complicate their actions, because it inhibits a praxis that raise the coverages of a reflection on theoretical components present in the profession practice necessary for the achievement of the movement of producer´s thoughts of objectifications to itself (genericity characteristic of social man, as a collective). This examination is being carried out in the research line of Technologies in Education in Science and Mathematics of the Graduate Program in Education in Science and Mathematics (PPGEDUCEM), of the Catholic Pontifical University of Rio Grande do Sul (PUCRS) in the period in which it was held the Split PhD program in UTAD (University Trás-os-Montes de Alto Douro), in Portugal. Methodologically is a qualitative research with documentary sources and bibliographic references in which structured questionnaires were used as an instrument of data collection. Forming its strategy an Integrated Multiple Case Study, Yin (2015). The theme delimitation provided to analyze the professor´s pedagogical practices of eighteen Higher Education Institutions (HEIs), being eleven of Brazil, six in Portugal and one of Spain, in the relative period to the first semester of 2017. Masters, Doctors, Post Doctors professors were selected, who work with the initial and continuing training of teachers, these HEIs, preferably researchers in the area of teacher training. For the justification were performed four mappings, according to the pedagogical practice, teacher training and the use of the Digital Information and Communication Technologies (TDIC), complex issues. At the end of these searches were made of the State of the art, on the pedagogical practice with use of TDCI, held in the teachers´ training, in the last decade, in Brazil. The data analysis resulted from the use of Discursive Textual Analysis of Moraes and Galiazzi (2011), which culminated in emerging categories, presented in the form of metatexts for posterior and conclusive submission to the theoretical categories of Agnes Heller (1970). The journey of the research lies in the dialectic materialism that figures appropriations and requests that occur an intentionality focused on the production of contributions, in this case, for the pedagogical practices docents of teacher trainers. Thus, it was developed the following research question: What are the characteristics cited by teacher‘s trainers concerning its pedagogical practices that evidence from these everyday actions and not daily? These characteristics demonstrate the presence of the elements of the Helleriana Theory of Daily Life in the pedagogical practices of teachers trainers, which denote the character of objectifications (in-itself; for itself), described the actions of the professors of the participating countries. The theorization result required of an Integrated Multiple Case Study, in this research strategy was performed under the analysis’ units relative to the teaching pedagogical practice, the use of TDIC and the teacher training. For this reason, it was elaborated, in the end, a metatext cross-case where has shown a predominance of characteristic of daily life analogy; in both blocks and the lower incidence fell on intonation. The prevalence of these objectifications have direct impact on the practices and their recognition becomes a contribution to the processes of formation, whether initial, either continued, so the consciousness of objectifications provides the teacher trainer, a constant reformulation and refreshment of its pedagogical practices what intentionally and gradually becomes the actions of teachers in training. Furthermore, the Theory of Daily Life is also as a benchmark for elaboration of pedagogical practices thereby enabling an assessment of the levels of contained moral elevation, in these actions through the presence of criteria for interpreting the findings in its content. This contribution with a bias for a theoretical referral is essential to the result of a research that has by strategy the Integrated Multiple Case Study.
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spelling Viali, LoriGuimarães, Gleny Terezinha Durohttp://lattes.cnpq.br/7578246905073618http://lattes.cnpq.br/2068482168414116Paula, Marlúbia Corrêa de2018-05-15T17:22:42Z2018-03-19http://tede2.pucrs.br/tede2/handle/tede/8044This study objective is to identify the pedagogical practices conducted by professors from Brazil and Portugal, described by them the existence of characteristics of the categories of the Theory of Quotidian presents in Agnes Heller´s objectifications (daily life and everyday things). Supports the thesis that professors trainers perform constituents actions of their pedagogical practices maintening objectifications in itself (of own particularities of man, as an individual). This complicate their actions, because it inhibits a praxis that raise the coverages of a reflection on theoretical components present in the profession practice necessary for the achievement of the movement of producer´s thoughts of objectifications to itself (genericity characteristic of social man, as a collective). This examination is being carried out in the research line of Technologies in Education in Science and Mathematics of the Graduate Program in Education in Science and Mathematics (PPGEDUCEM), of the Catholic Pontifical University of Rio Grande do Sul (PUCRS) in the period in which it was held the Split PhD program in UTAD (University Trás-os-Montes de Alto Douro), in Portugal. Methodologically is a qualitative research with documentary sources and bibliographic references in which structured questionnaires were used as an instrument of data collection. Forming its strategy an Integrated Multiple Case Study, Yin (2015). The theme delimitation provided to analyze the professor´s pedagogical practices of eighteen Higher Education Institutions (HEIs), being eleven of Brazil, six in Portugal and one of Spain, in the relative period to the first semester of 2017. Masters, Doctors, Post Doctors professors were selected, who work with the initial and continuing training of teachers, these HEIs, preferably researchers in the area of teacher training. For the justification were performed four mappings, according to the pedagogical practice, teacher training and the use of the Digital Information and Communication Technologies (TDIC), complex issues. At the end of these searches were made of the State of the art, on the pedagogical practice with use of TDCI, held in the teachers´ training, in the last decade, in Brazil. The data analysis resulted from the use of Discursive Textual Analysis of Moraes and Galiazzi (2011), which culminated in emerging categories, presented in the form of metatexts for posterior and conclusive submission to the theoretical categories of Agnes Heller (1970). The journey of the research lies in the dialectic materialism that figures appropriations and requests that occur an intentionality focused on the production of contributions, in this case, for the pedagogical practices docents of teacher trainers. Thus, it was developed the following research question: What are the characteristics cited by teacher‘s trainers concerning its pedagogical practices that evidence from these everyday actions and not daily? These characteristics demonstrate the presence of the elements of the Helleriana Theory of Daily Life in the pedagogical practices of teachers trainers, which denote the character of objectifications (in-itself; for itself), described the actions of the professors of the participating countries. The theorization result required of an Integrated Multiple Case Study, in this research strategy was performed under the analysis’ units relative to the teaching pedagogical practice, the use of TDIC and the teacher training. For this reason, it was elaborated, in the end, a metatext cross-case where has shown a predominance of characteristic of daily life analogy; in both blocks and the lower incidence fell on intonation. The prevalence of these objectifications have direct impact on the practices and their recognition becomes a contribution to the processes of formation, whether initial, either continued, so the consciousness of objectifications provides the teacher trainer, a constant reformulation and refreshment of its pedagogical practices what intentionally and gradually becomes the actions of teachers in training. Furthermore, the Theory of Daily Life is also as a benchmark for elaboration of pedagogical practices thereby enabling an assessment of the levels of contained moral elevation, in these actions through the presence of criteria for interpreting the findings in its content. This contribution with a bias for a theoretical referral is essential to the result of a research that has by strategy the Integrated Multiple Case Study.Esta pesquisa tem por objetivo identificar nas práticas pedagógicas realizadas pelos docentes do Brasil e de Portugal, por eles descritas, a existência de características das categorias da Teoria do Cotidiano presentes nas objetivações de Agnes Heller (cotidianos e cotidianidades). Sustenta-se a Tese de que docentes formadores realizam ações constituintes de suas práticas pedagógicas mantenedoras de objetivações em–si (de particularidades próprias do homem, enquanto indivíduo). Isso dificulta as suas ações, pois inibe uma práxis que eleve os alcances de uma reflexão sobre componentes teóricos presentes no exercício da profissão necessários a realização do movimento do pensamento produtor de objetivações para-si (de genericidade próprias do homem social, enquanto coletivo). Esta inquirição está sendo realizada na linha de pesquisa de Tecnologias na Educação em Ciências e Matemática do Programa de Pós-Graduação em Educação em Ciências e Matemática (PPGEDUCEM), da Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) em período no qual foi realizado o doutorado sanduíche na UTAD (Universidade Trás-os-Montes de Alto Douro), em Portugal. Metodologicamente é uma pesquisa qualitativa com fontes documentais e bibliográficas na qual foram utilizados questionários semiestruturados como instrumento de coleta de dados. Constituindo quanto a sua estratégia um Estudo de Caso Múltiplo Integrado, em Yin (2015). A delimitação de tema proporcionou analisar as práticas pedagógicas dos docentes de dezoito Instituições de Ensino Superior (IES), sendo onze do Brasil, seis de Portugal e um, da Espanha, no período relativo ao primeiro semestre de 2017. Foram selecionados docentes mestres, doutores e pós-doutores, que trabalham com a formação, inicial e continuada, de professores, dessas IES, ou seja, preferencialmente pesquisadores da área de formação de professores. Para a justificativa foram realizados quatro mapeamentos, em função de serem a prática pedagógica, a formação de professores e do uso das Tecnologias Digitais de Informação e Comunicação (TDIC), temas complexos. Ao final dessas buscas foi constituído o Estado da Arte, sobre a prática pedagógica com uso de TDIC, realizada na formação de professores, na última década, no Brasil. A análise dos dados decorreu do uso de Análise Textual Discursiva de Moraes e Galiazzi (2011), que culminou em categorias emergentes, apresentadas na forma de metatextos para posterior e conclusiva submissão as categorias teóricas de Agnes Heller (1970). O percurso da pesquisa situa-se no materialismo dialético que conduz apropriações e solicita que ocorra uma intencionalidade voltada à produção de contribuições, neste caso, para as práticas pedagógicas docentes dos formadores de professores. Assim sendo, elaboramos a seguinte questão de pesquisa: Quais são as características apontadas pelos professores formadores a respeito das suas práticas pedagógicas que evidenciam a partir destas as ações cotidianas e não cotidianas? Tais características evidenciam presença dos elementos da Teoria do Cotidiano helleriana nas práticas pedagógicas dos docentes formadores, que denotam o caráter de objetivações (em-si; para-si), descritas nas ações dos docentes dos países participantes. A teorização fruto necessário do Estudo de Caso Múltiplo Integrado, nesta estratégia de pesquisa, foi realizada sob as unidades de análise relativas à prática pedagógica docente, o uso de TDIC e a formação de professores. Para isso elaborou-se, ao final, um metatexto cross-case onde se evidenciou um predomínio da caraterística de cotidiano: analogia; em ambos os blocos e a menor incidência recaiu sobre entonação. A prevalência dessas objetivações têm impactos diretos sobre as práticas e o seu reconhecimento torna-se uma contribuição para os processos de formação, quer seja inicial, quer seja continuada, pois a consciência das objetivações propicia ao docente formador, uma constante reformulação e revigoramento de suas práticas pedagógicas o que intencionalmente e paulatinamente passará as ações dos professores em formação. Além disso, a Teoria do Cotidiano constitui-se também como referencial para elaboração das práticas pedagógicas permitindo assim, uma avaliação dos níveis de elevação da moral contidos, nessas ações por meio da presença de critérios para interpretar as constatações, em seu teor. Essa contribuição com viés para um encaminhamento teórico é essencial ao resultado de uma pesquisa que tem por estratégia o Estudo de Caso Múltiplo Integrado.Submitted by PPG Educação em Ciências e Matemática (educem-pg@pucrs.br) on 2018-05-04T14:15:40Z No. of bitstreams: 1 BRASIL E PORTUGAL_TESE_MARLUBIA-homologada.pdf: 5721263 bytes, checksum: cb53e974dc5cb180d47d929d27969dc8 (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-15T16:57:23Z (GMT) No. of bitstreams: 1 BRASIL E PORTUGAL_TESE_MARLUBIA-homologada.pdf: 5721263 bytes, checksum: cb53e974dc5cb180d47d929d27969dc8 (MD5)Made available in DSpace on 2018-05-15T17:22:42Z (GMT). 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dc.title.por.fl_str_mv A prática pedagógica na formação de professores com o uso de TDIS sob o foco das objetivações de Agnes Heller : Brasil e Portugal num estudo de caso múltiplo integrado
title A prática pedagógica na formação de professores com o uso de TDIS sob o foco das objetivações de Agnes Heller : Brasil e Portugal num estudo de caso múltiplo integrado
spellingShingle A prática pedagógica na formação de professores com o uso de TDIS sob o foco das objetivações de Agnes Heller : Brasil e Portugal num estudo de caso múltiplo integrado
Paula, Marlúbia Corrêa de
Práticas Pedagógicas
Formação de Professores
Tecnologias Digitais de Informação e Comunicação
Teoria do Cotidiano
Agnes Heller
CIENCIAS HUMANAS::EDUCACAO
title_short A prática pedagógica na formação de professores com o uso de TDIS sob o foco das objetivações de Agnes Heller : Brasil e Portugal num estudo de caso múltiplo integrado
title_full A prática pedagógica na formação de professores com o uso de TDIS sob o foco das objetivações de Agnes Heller : Brasil e Portugal num estudo de caso múltiplo integrado
title_fullStr A prática pedagógica na formação de professores com o uso de TDIS sob o foco das objetivações de Agnes Heller : Brasil e Portugal num estudo de caso múltiplo integrado
title_full_unstemmed A prática pedagógica na formação de professores com o uso de TDIS sob o foco das objetivações de Agnes Heller : Brasil e Portugal num estudo de caso múltiplo integrado
title_sort A prática pedagógica na formação de professores com o uso de TDIS sob o foco das objetivações de Agnes Heller : Brasil e Portugal num estudo de caso múltiplo integrado
author Paula, Marlúbia Corrêa de
author_facet Paula, Marlúbia Corrêa de
author_role author
dc.contributor.advisor1.fl_str_mv Viali, Lori
dc.contributor.advisor-co1.fl_str_mv Guimarães, Gleny Terezinha Duro
dc.contributor.advisor-co1Lattes.fl_str_mv http://lattes.cnpq.br/7578246905073618
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/2068482168414116
dc.contributor.author.fl_str_mv Paula, Marlúbia Corrêa de
contributor_str_mv Viali, Lori
Guimarães, Gleny Terezinha Duro
dc.subject.por.fl_str_mv Práticas Pedagógicas
Formação de Professores
Tecnologias Digitais de Informação e Comunicação
Teoria do Cotidiano
Agnes Heller
topic Práticas Pedagógicas
Formação de Professores
Tecnologias Digitais de Informação e Comunicação
Teoria do Cotidiano
Agnes Heller
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This study objective is to identify the pedagogical practices conducted by professors from Brazil and Portugal, described by them the existence of characteristics of the categories of the Theory of Quotidian presents in Agnes Heller´s objectifications (daily life and everyday things). Supports the thesis that professors trainers perform constituents actions of their pedagogical practices maintening objectifications in itself (of own particularities of man, as an individual). This complicate their actions, because it inhibits a praxis that raise the coverages of a reflection on theoretical components present in the profession practice necessary for the achievement of the movement of producer´s thoughts of objectifications to itself (genericity characteristic of social man, as a collective). This examination is being carried out in the research line of Technologies in Education in Science and Mathematics of the Graduate Program in Education in Science and Mathematics (PPGEDUCEM), of the Catholic Pontifical University of Rio Grande do Sul (PUCRS) in the period in which it was held the Split PhD program in UTAD (University Trás-os-Montes de Alto Douro), in Portugal. Methodologically is a qualitative research with documentary sources and bibliographic references in which structured questionnaires were used as an instrument of data collection. Forming its strategy an Integrated Multiple Case Study, Yin (2015). The theme delimitation provided to analyze the professor´s pedagogical practices of eighteen Higher Education Institutions (HEIs), being eleven of Brazil, six in Portugal and one of Spain, in the relative period to the first semester of 2017. Masters, Doctors, Post Doctors professors were selected, who work with the initial and continuing training of teachers, these HEIs, preferably researchers in the area of teacher training. For the justification were performed four mappings, according to the pedagogical practice, teacher training and the use of the Digital Information and Communication Technologies (TDIC), complex issues. At the end of these searches were made of the State of the art, on the pedagogical practice with use of TDCI, held in the teachers´ training, in the last decade, in Brazil. The data analysis resulted from the use of Discursive Textual Analysis of Moraes and Galiazzi (2011), which culminated in emerging categories, presented in the form of metatexts for posterior and conclusive submission to the theoretical categories of Agnes Heller (1970). The journey of the research lies in the dialectic materialism that figures appropriations and requests that occur an intentionality focused on the production of contributions, in this case, for the pedagogical practices docents of teacher trainers. Thus, it was developed the following research question: What are the characteristics cited by teacher‘s trainers concerning its pedagogical practices that evidence from these everyday actions and not daily? These characteristics demonstrate the presence of the elements of the Helleriana Theory of Daily Life in the pedagogical practices of teachers trainers, which denote the character of objectifications (in-itself; for itself), described the actions of the professors of the participating countries. The theorization result required of an Integrated Multiple Case Study, in this research strategy was performed under the analysis’ units relative to the teaching pedagogical practice, the use of TDIC and the teacher training. For this reason, it was elaborated, in the end, a metatext cross-case where has shown a predominance of characteristic of daily life analogy; in both blocks and the lower incidence fell on intonation. The prevalence of these objectifications have direct impact on the practices and their recognition becomes a contribution to the processes of formation, whether initial, either continued, so the consciousness of objectifications provides the teacher trainer, a constant reformulation and refreshment of its pedagogical practices what intentionally and gradually becomes the actions of teachers in training. Furthermore, the Theory of Daily Life is also as a benchmark for elaboration of pedagogical practices thereby enabling an assessment of the levels of contained moral elevation, in these actions through the presence of criteria for interpreting the findings in its content. This contribution with a bias for a theoretical referral is essential to the result of a research that has by strategy the Integrated Multiple Case Study.
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