Representações sociais dos professores de geografia a respeito de sua formação inicial
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 UNISANTOS |
Texto Completo: | https://tede.unisantos.br/handle/tede/2261 |
Resumo: | This study aims to cognize the social representations of geography teachers working in state public schools in the city of Santos, SP, regarding his initial education. It is a qualitative research as anounced by Bogdan and Biklen (1994), which is based on the Social Representation Theory / TRS (MOSCOVICI, 2012), and authors who are dedicated to study the initial teacher education, Geography teacher education, as Pontuschka, Paganelli and Cacete (2009), Cavalcanti (2012) and Callai (2013), dealing with the education of geography teachers; and Nóvoa (1995), Abdalla (2006, 2012 and 2013a, 2013b), Saviani (2011), García (2012), Tardif (2012), among others, to discuss the initial teacher education. The research was developed in three steps: first, exploratory interviews with three teachers were held; then a questionnaire was applied with open and closed questions to twenty-five (25) teachers; and in the third stage, deepening interviews were made with two (02) newly graduated teachers and two (02) Geography students. Based on the data, the results are anchored in two dimensions of analysis. The formative dimension to the category initial education and sense units: knowledge necessary for teaching, in which teachers recognize the importance of university education for the career; the internship as articulation between theory and practice, where teachers do not recognize the importance of the internship for their education; and, finally, sense of unity, the choice of Geography course, which, according to teachers, was made under the influence of other teachers. The professional dimension, with the ranking of the challenges of early career, in which teachers highlight some epistemological obstacles, such as inadequate education difficulting their work, inter-relational difficulties, highlighting by facing the school reality and, finally, recognize that become teachers by practicing in the classroom. Finally, the data indicate that education for change depends on a education policy that contributes to that complaint the ""bureaucracy"", both in University degree, as in the practices of schools, encouraging a more critical education, and developing internship, which are linked to the schools. |
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Abdalla, Maria de Fátima Barbosahttp://lattes.cnpq.br/7099315868609771Abdalla, Maria de Fátima BarbosaPinto, Umberto de AndradeAlmeida, Patrícia Cristina Albieri deMartins, Maria Angélica Rodrigues122.607.568-16http://lattes.cnpq.br/5536327399092351Carvalho, Maria Angelica Nastri de2016-04-11T12:59:28Z2016-02-24CARVALHO, Maria Angélica Nastri de. Representações sociais dos professores de geografia a respeito de sua formação inicial. 2016. 218 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2016.https://tede.unisantos.br/handle/tede/2261This study aims to cognize the social representations of geography teachers working in state public schools in the city of Santos, SP, regarding his initial education. It is a qualitative research as anounced by Bogdan and Biklen (1994), which is based on the Social Representation Theory / TRS (MOSCOVICI, 2012), and authors who are dedicated to study the initial teacher education, Geography teacher education, as Pontuschka, Paganelli and Cacete (2009), Cavalcanti (2012) and Callai (2013), dealing with the education of geography teachers; and Nóvoa (1995), Abdalla (2006, 2012 and 2013a, 2013b), Saviani (2011), García (2012), Tardif (2012), among others, to discuss the initial teacher education. The research was developed in three steps: first, exploratory interviews with three teachers were held; then a questionnaire was applied with open and closed questions to twenty-five (25) teachers; and in the third stage, deepening interviews were made with two (02) newly graduated teachers and two (02) Geography students. Based on the data, the results are anchored in two dimensions of analysis. The formative dimension to the category initial education and sense units: knowledge necessary for teaching, in which teachers recognize the importance of university education for the career; the internship as articulation between theory and practice, where teachers do not recognize the importance of the internship for their education; and, finally, sense of unity, the choice of Geography course, which, according to teachers, was made under the influence of other teachers. The professional dimension, with the ranking of the challenges of early career, in which teachers highlight some epistemological obstacles, such as inadequate education difficulting their work, inter-relational difficulties, highlighting by facing the school reality and, finally, recognize that become teachers by practicing in the classroom. Finally, the data indicate that education for change depends on a education policy that contributes to that complaint the ""bureaucracy"", both in University degree, as in the practices of schools, encouraging a more critical education, and developing internship, which are linked to the schools.Este trabalho objetiva conhecer as representações sociais dos professores de Geografia, que atuam na rede pública estadual na cidade de Santos, SP, a respeito de sua formação inicial. Trata-se de uma pesquisa qualitativa como anunciam Bogdan e Biklen (1994), que se fundamenta na Teoria das Representações Sociais/TRS (MOSCOVICI, 2012), e em autores que se dedicam a estudar a formação inicial de professores e a formação de professores de Geografia, como: Pontuschka, Paganelli e Cacete (2009), Cavalcanti (2012) e Callai (2013), que tratam da formação de professores de Geografia; e Nóvoa (1995), Abdalla (2006; 2012 e 2013a, 2013b), Saviani (2011), García (2012), Tardif (2012), entre outros, para discutir a formação inicial de professores. A pesquisa se desenvolveu em três etapas: primeiro, foram realizadas entrevistas exploratórias com três professores; em seguida, foi aplicado um questionário com questões abertas e fechadas a vinte e cinco (25) professores; e, na terceira etapa, foram efetuadas entrevistas de aprofundamento com dois (02) professores recém-formados e dois (02) estudantes de Geografia. Com base nos dados, os resultados se ancoram em duas dimensões de análise. A dimensão formativa com a categoria formação inicial e as unidades de sentido: saberes necessários à docência, em que os professores reconhecem a importância da formação universitária para a carreira; o estágio como articulação entre teoria e prática, em que os professores não reconhecem a importância do estágio para sua formação; e, finalmente, a unidade de sentido, a opção pelo curso de Geografia, que, segundo os professores, foi feita por influência de outros professores. A dimensão profissional, com a categoria dos desafios do início de carreira, em que os professores destacam alguns obstáculos epistemológicos, como a formação inadequada dificultando o trabalho, dificuldades inter-relacionais, destacando o enfrentamento da realidade escolar e, finalmente, reconhecem que se tornaram professores dentro da sala de aula, na prática. Por fim, os dados indicam que uma formação para mudança depende de uma política de formação, que contribua para que se denuncie o ¿burocratismo¿, tanto na formação superior, quanto nas práticas das Escolas, incentivando-se uma formação mais crítica, e desenvolvendo-se estágios, que se articulem com as Escolas.application/pdfporUniversidade Católica de SantosMestrado em EducaçãoCatólica de SantosBrasilCentro de Ciências da Educação e ComunicaçãoCARVALHO, Maria Angélica Nastri de. Representações sociais dos professores de geografia a respeito de sua formação inicial. 2016. 218 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2016.formação de professor; formação inicial; formação do professor de geografia; geografiateacher education; initial education; education of geography teacher; geographyCIENCIAS HUMANAS::EDUCACAORepresentações sociais dos professores de geografia a respeito de sua formação inicialSocial representations of geography teachers on their initial educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UNISANTOSinstname:Universidade Católica de Santos (UNISANTOS)instacron:UNISANTOSTEXTMaria Angélica Nastri Carvalho.pdf.txtMaria Angélica Nastri Carvalho.pdf.txtExtracted texttext/plain536958https://tede.unisantos.br/bitstream/tede/2261/3/Maria%20Ang%c3%a9lica%20Nastri%20Carvalho.pdf.txt843809cd04c6274896e56471af42de4dMD53LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://tede.unisantos.br/bitstream/tede/2261/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALMaria Angélica Nastri Carvalho.pdfMaria Angélica Nastri Carvalho.pdfDissertação_Mestrado em Educaçãoapplication/pdf4803999https://tede.unisantos.br/bitstream/tede/2261/2/Maria%20Ang%c3%a9lica%20Nastri%20Carvalho.pdfcac987221ab121ac27f18cc940104d44MD52THUMBNAILMaria Angélica Nastri Carvalho.pdf.jpgMaria Angélica Nastri Carvalho.pdf.jpgGenerated Thumbnailimage/jpeg1175https://tede.unisantos.br/bitstream/tede/2261/4/Maria%20Ang%c3%a9lica%20Nastri%20Carvalho.pdf.jpg45f72dde10a790142d4238ab0025a93bMD54tede/22612021-10-04 18:29:49.0oai:tede.unisantos.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://biblioteca.unisantos.br:8181/http://biblioteca.unisantos.br:8181/oai/requestmrita.biblio@unisantos.br||mrita.biblio@unisantos.bropendoar:47132021-10-04T21:29:49Biblioteca Digital de Teses e Dissertações da UNISANTOS - Universidade Católica de Santos (UNISANTOS)false |
dc.title.eng.fl_str_mv |
Representações sociais dos professores de geografia a respeito de sua formação inicial |
dc.title.alternative.eng.fl_str_mv |
Social representations of geography teachers on their initial education |
title |
Representações sociais dos professores de geografia a respeito de sua formação inicial |
spellingShingle |
Representações sociais dos professores de geografia a respeito de sua formação inicial Carvalho, Maria Angelica Nastri de formação de professor; formação inicial; formação do professor de geografia; geografia teacher education; initial education; education of geography teacher; geography CIENCIAS HUMANAS::EDUCACAO |
title_short |
Representações sociais dos professores de geografia a respeito de sua formação inicial |
title_full |
Representações sociais dos professores de geografia a respeito de sua formação inicial |
title_fullStr |
Representações sociais dos professores de geografia a respeito de sua formação inicial |
title_full_unstemmed |
Representações sociais dos professores de geografia a respeito de sua formação inicial |
title_sort |
Representações sociais dos professores de geografia a respeito de sua formação inicial |
author |
Carvalho, Maria Angelica Nastri de |
author_facet |
Carvalho, Maria Angelica Nastri de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Abdalla, Maria de Fátima Barbosa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7099315868609771 |
dc.contributor.referee1.fl_str_mv |
Abdalla, Maria de Fátima Barbosa |
dc.contributor.referee2.fl_str_mv |
Pinto, Umberto de Andrade |
dc.contributor.referee3.fl_str_mv |
Almeida, Patrícia Cristina Albieri de |
dc.contributor.referee4.fl_str_mv |
Martins, Maria Angélica Rodrigues |
dc.contributor.authorID.fl_str_mv |
122.607.568-16 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5536327399092351 |
dc.contributor.author.fl_str_mv |
Carvalho, Maria Angelica Nastri de |
contributor_str_mv |
Abdalla, Maria de Fátima Barbosa Abdalla, Maria de Fátima Barbosa Pinto, Umberto de Andrade Almeida, Patrícia Cristina Albieri de Martins, Maria Angélica Rodrigues |
dc.subject.por.fl_str_mv |
formação de professor; formação inicial; formação do professor de geografia; geografia |
topic |
formação de professor; formação inicial; formação do professor de geografia; geografia teacher education; initial education; education of geography teacher; geography CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
teacher education; initial education; education of geography teacher; geography |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study aims to cognize the social representations of geography teachers working in state public schools in the city of Santos, SP, regarding his initial education. It is a qualitative research as anounced by Bogdan and Biklen (1994), which is based on the Social Representation Theory / TRS (MOSCOVICI, 2012), and authors who are dedicated to study the initial teacher education, Geography teacher education, as Pontuschka, Paganelli and Cacete (2009), Cavalcanti (2012) and Callai (2013), dealing with the education of geography teachers; and Nóvoa (1995), Abdalla (2006, 2012 and 2013a, 2013b), Saviani (2011), García (2012), Tardif (2012), among others, to discuss the initial teacher education. The research was developed in three steps: first, exploratory interviews with three teachers were held; then a questionnaire was applied with open and closed questions to twenty-five (25) teachers; and in the third stage, deepening interviews were made with two (02) newly graduated teachers and two (02) Geography students. Based on the data, the results are anchored in two dimensions of analysis. The formative dimension to the category initial education and sense units: knowledge necessary for teaching, in which teachers recognize the importance of university education for the career; the internship as articulation between theory and practice, where teachers do not recognize the importance of the internship for their education; and, finally, sense of unity, the choice of Geography course, which, according to teachers, was made under the influence of other teachers. The professional dimension, with the ranking of the challenges of early career, in which teachers highlight some epistemological obstacles, such as inadequate education difficulting their work, inter-relational difficulties, highlighting by facing the school reality and, finally, recognize that become teachers by practicing in the classroom. Finally, the data indicate that education for change depends on a education policy that contributes to that complaint the ""bureaucracy"", both in University degree, as in the practices of schools, encouraging a more critical education, and developing internship, which are linked to the schools. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-04-11T12:59:28Z |
dc.date.issued.fl_str_mv |
2016-02-24 |
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 |
CARVALHO, Maria Angélica Nastri de. Representações sociais dos professores de geografia a respeito de sua formação inicial. 2016. 218 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede.unisantos.br/handle/tede/2261 |
identifier_str_mv |
CARVALHO, Maria Angélica Nastri de. Representações sociais dos professores de geografia a respeito de sua formação inicial. 2016. 218 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2016. |
url |
https://tede.unisantos.br/handle/tede/2261 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.references.eng.fl_str_mv |
CARVALHO, Maria Angélica Nastri de. Representações sociais dos professores de geografia a respeito de sua formação inicial. 2016. 218 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2016. |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Católica de Santos |
dc.publisher.program.fl_str_mv |
Mestrado em Educação |
dc.publisher.initials.fl_str_mv |
Católica de Santos |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências da Educação e Comunicação |
publisher.none.fl_str_mv |
Universidade Católica de Santos |
dc.source.none.fl_str_mv |
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UNISANTOS |
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UNISANTOS |
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Biblioteca Digital de Teses e Dissertações da UNISANTOS |
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