Saberes dos professores de filosofia de ensino médio : entre a formação e prática
Autor(a) principal: | |
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Data de Publicação: | 2013 |
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/743 |
Resumo: | The main aim of this work is to understand the teaching expertise of Brazilian High School Philosophy teachers, with regard to training requirements and teaching practices. Based on the philosophical ideas developed in the Brazilian historical educational context by Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) and Palma Filho (2011), and an analysis of official documents (BRASIL, 1998, 1999, 2002 and 2006; SÃO PAULO, 2008, 2011), this work discuss the current status of Philosophy as a subject in official documents and in the curriculum of São Paulo schools. It also has its foundations in theoretical references such as Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) and Gallo (2012), in respect to teaching and the Philosophy teacher, in addition to those authors who deal with teacher training, knowledge and practice, such as Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) and, above all, Gimeno Sacristán (1995), regarding the established practice system. The research follows a methodological approach of a qualitative nature, using a questionnaire to interview 25 Philosophy teachers from private and public schools in São Paulo State. All collected data was analyzed using the content analysis technique (BARDIN, 2011), and regrouped into six thematic axes: academic training, knowledge of the documents which form the basis of the teacher¿s work; the perception of teaching, the perception of the teaching reality; techniques and practice and continued professional training. The results show: 1st, knowledge related to professional training (for those who do not have a specific graduation in Philosophy); subject expertise, which relates theory and practice and is the fundamental basis for pedagogical action, curriculum knowledge which reveals the importance of actions inside and outside the classroom; and experiential knowledge, which forms the basis of and accompanies the process of teacher training, experience and performance; 2nd, knowledge acquired during training and educational practice, which constitutes a professional identity for this teacher; and 3rd, the need to reflect on how to overcome difficulties regarding school structure, work conditions, investment in continued training and the use and improvement of new technology. |
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Abdalla, Maria de Fátima Barbosahttp://lattes.cnpq.br/7099315868609771Abdalla, Maria de Fátima BarbosaAmbrogi, Ingrid HötteMartins, Maria Angélica Rodrigues267.420.008-13http://lattes.cnpq.br/2471989271583420Godói, Priscylla Krone Martins Coratti Sarsano de2015-03-30T19:13:43Z2013-12-18GODÓI, Priscylla Krone Martins Coratti Sarsano de. Saberes dos professores de filosofia de ensino médio: entre a formação e prática. 2013. 172 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2013.https://tede.unisantos.br/handle/tede/743The main aim of this work is to understand the teaching expertise of Brazilian High School Philosophy teachers, with regard to training requirements and teaching practices. Based on the philosophical ideas developed in the Brazilian historical educational context by Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) and Palma Filho (2011), and an analysis of official documents (BRASIL, 1998, 1999, 2002 and 2006; SÃO PAULO, 2008, 2011), this work discuss the current status of Philosophy as a subject in official documents and in the curriculum of São Paulo schools. It also has its foundations in theoretical references such as Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) and Gallo (2012), in respect to teaching and the Philosophy teacher, in addition to those authors who deal with teacher training, knowledge and practice, such as Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) and, above all, Gimeno Sacristán (1995), regarding the established practice system. The research follows a methodological approach of a qualitative nature, using a questionnaire to interview 25 Philosophy teachers from private and public schools in São Paulo State. All collected data was analyzed using the content analysis technique (BARDIN, 2011), and regrouped into six thematic axes: academic training, knowledge of the documents which form the basis of the teacher¿s work; the perception of teaching, the perception of the teaching reality; techniques and practice and continued professional training. The results show: 1st, knowledge related to professional training (for those who do not have a specific graduation in Philosophy); subject expertise, which relates theory and practice and is the fundamental basis for pedagogical action, curriculum knowledge which reveals the importance of actions inside and outside the classroom; and experiential knowledge, which forms the basis of and accompanies the process of teacher training, experience and performance; 2nd, knowledge acquired during training and educational practice, which constitutes a professional identity for this teacher; and 3rd, the need to reflect on how to overcome difficulties regarding school structure, work conditions, investment in continued training and the use and improvement of new technology.Este trabalho tem como objetivo geral compreender quais saberes docentes estão presentes na percepção dos professores de Filosofia de Ensino Médio, de acordo com as necessidades de formação e a prática de seu ensino. Fundamentando-se nas ideias filosóficas desenvolvidas no contexto histórico educacional brasileiro, referendadas por Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) e Palma Filho (2011), assim como na análise de documentos oficiais (BRASIL, 1998, 1999, 2002 e 2006; SÃO PAULO, 2008, 2011), este estudo discute a presença curricular do ensino de Filosofia na Proposta e no Currículo do Estado de São Paulo. Também, baseia-se em referenciais teóricos como Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) e Gallo (2012), no que diz respeito ao ensino e ao professor de Filosofia; além daqueles que tratam da formação de professores, dos saberes e práticas docentes, tais como Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) e, em especial, Gimeno Sacristán (1995), ao abordar o sistema de práticas aninhadas. A pesquisa adota uma abordagem metodológica de caráter qualitativo, utilizando-se de um questionário aplicado a vinte e cinco professores de Filosofia da rede pública e privada do Estado de São Paulo. Os dados coletados foram analisados, também, por meio da técnica da análise de conteúdo (BARDIN, 2011), e redimensionados em seis eixos temáticos, abrangendo: a trajetória de formação; o conhecimento sobre os documentos que amparam o trabalho do professor; a percepção da docência; a percepção da realidade docente; as ações de sua prática; e a formação continuada. Os resultados indicam: 1º saberes relacionados à formação profissional (para os que não possuem graduação específica em Filosofia); saberes disciplinares, que relacionam a teoria com a prática, sendo determinantes para a atuação pedagógica; saberes curriculares, que revelam a importância de ações intra e extraclasses; e saberes experienciais, que fundamentam e acompanham o processo de formação, experiência e atuação docente; 2º saberes impressos na formação e na prática educativa, que constituem uma identidade profissional para esse professor; e 3º a necessidade de refletir sobre a superação das dificuldades quanto à estrutura das escolas, às condições de trabalho, aos investimentos da formação continuada; e ao uso e aprimoramento das novas tecnologias.Universidade Católica de Santos - Católica de Santosapplication/pdfporUniversidade Católica de SantosMestrado em EducaçãoCatólica de SantosBrasilCentro de Ciências da Educação e ComunicaçãoGODÓI, Priscylla Krone Martins Coratti Sarsano de. Saberes dos professores de filosofia de ensino médio: entre a formação e prática. 2013. 172 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2013.ensino de filosofia; professor de filosofia; saberes; ensino médioteaching philosophy; philosophy teacher; knowledge; expertise; Brazilian high schoolCIENCIAS HUMANAS::EDUCACAOSaberes dos professores de filosofia de ensino médio : entre a formação e práticaKnowledge of philosophy teachers of High School: between training and practiceinfo: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:UNISANTOSTHUMBNAILPriscylla K. M. C. S. de Godói.pdf.jpgPriscylla K. M. C. 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dc.title.por.fl_str_mv |
Saberes dos professores de filosofia de ensino médio : entre a formação e prática |
dc.title.alternative.eng.fl_str_mv |
Knowledge of philosophy teachers of High School: between training and practice |
title |
Saberes dos professores de filosofia de ensino médio : entre a formação e prática |
spellingShingle |
Saberes dos professores de filosofia de ensino médio : entre a formação e prática Godói, Priscylla Krone Martins Coratti Sarsano de ensino de filosofia; professor de filosofia; saberes; ensino médio teaching philosophy; philosophy teacher; knowledge; expertise; Brazilian high school CIENCIAS HUMANAS::EDUCACAO |
title_short |
Saberes dos professores de filosofia de ensino médio : entre a formação e prática |
title_full |
Saberes dos professores de filosofia de ensino médio : entre a formação e prática |
title_fullStr |
Saberes dos professores de filosofia de ensino médio : entre a formação e prática |
title_full_unstemmed |
Saberes dos professores de filosofia de ensino médio : entre a formação e prática |
title_sort |
Saberes dos professores de filosofia de ensino médio : entre a formação e prática |
author |
Godói, Priscylla Krone Martins Coratti Sarsano de |
author_facet |
Godói, Priscylla Krone Martins Coratti Sarsano 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 |
Ambrogi, Ingrid Hötte |
dc.contributor.referee3.fl_str_mv |
Martins, Maria Angélica Rodrigues |
dc.contributor.authorID.fl_str_mv |
267.420.008-13 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2471989271583420 |
dc.contributor.author.fl_str_mv |
Godói, Priscylla Krone Martins Coratti Sarsano de |
contributor_str_mv |
Abdalla, Maria de Fátima Barbosa Abdalla, Maria de Fátima Barbosa Ambrogi, Ingrid Hötte Martins, Maria Angélica Rodrigues |
dc.subject.por.fl_str_mv |
ensino de filosofia; professor de filosofia; saberes; ensino médio |
topic |
ensino de filosofia; professor de filosofia; saberes; ensino médio teaching philosophy; philosophy teacher; knowledge; expertise; Brazilian high school CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
teaching philosophy; philosophy teacher; knowledge; expertise; Brazilian high school |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The main aim of this work is to understand the teaching expertise of Brazilian High School Philosophy teachers, with regard to training requirements and teaching practices. Based on the philosophical ideas developed in the Brazilian historical educational context by Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) and Palma Filho (2011), and an analysis of official documents (BRASIL, 1998, 1999, 2002 and 2006; SÃO PAULO, 2008, 2011), this work discuss the current status of Philosophy as a subject in official documents and in the curriculum of São Paulo schools. It also has its foundations in theoretical references such as Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) and Gallo (2012), in respect to teaching and the Philosophy teacher, in addition to those authors who deal with teacher training, knowledge and practice, such as Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) and, above all, Gimeno Sacristán (1995), regarding the established practice system. The research follows a methodological approach of a qualitative nature, using a questionnaire to interview 25 Philosophy teachers from private and public schools in São Paulo State. All collected data was analyzed using the content analysis technique (BARDIN, 2011), and regrouped into six thematic axes: academic training, knowledge of the documents which form the basis of the teacher¿s work; the perception of teaching, the perception of the teaching reality; techniques and practice and continued professional training. The results show: 1st, knowledge related to professional training (for those who do not have a specific graduation in Philosophy); subject expertise, which relates theory and practice and is the fundamental basis for pedagogical action, curriculum knowledge which reveals the importance of actions inside and outside the classroom; and experiential knowledge, which forms the basis of and accompanies the process of teacher training, experience and performance; 2nd, knowledge acquired during training and educational practice, which constitutes a professional identity for this teacher; and 3rd, the need to reflect on how to overcome difficulties regarding school structure, work conditions, investment in continued training and the use and improvement of new technology. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-12-18 |
dc.date.accessioned.fl_str_mv |
2015-03-30T19:13:43Z |
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 |
GODÓI, Priscylla Krone Martins Coratti Sarsano de. Saberes dos professores de filosofia de ensino médio: entre a formação e prática. 2013. 172 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2013. |
dc.identifier.uri.fl_str_mv |
https://tede.unisantos.br/handle/tede/743 |
identifier_str_mv |
GODÓI, Priscylla Krone Martins Coratti Sarsano de. Saberes dos professores de filosofia de ensino médio: entre a formação e prática. 2013. 172 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2013. |
url |
https://tede.unisantos.br/handle/tede/743 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.references.por.fl_str_mv |
GODÓI, Priscylla Krone Martins Coratti Sarsano de. Saberes dos professores de filosofia de ensino médio: entre a formação e prática. 2013. 172 f. Dissertação (mestrado) - Universidade Católica de Santos, Santos, 2013. |
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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