Estágio supervisionado e aprendizagens da docência
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2511 |
Resumo: | This study was a qualitative investigation result on the Curricular Supervised Training (CST) and its importance on the constitution of bias in learning and teaching process through the formative course lived by pupils of the sixth term of the Pedagogy Course in Federal University of São Carlos. The questioning that orientated this research was: Which Supervised Curricular Training contributions to teacher initial education in the vision of future general education teachers, pupils of a Pedagogy Course? The general objective sought the description and analysis of aspects regarding the learning and teaching process in elapsing of CST, in a more specific way: the relationships among the experiences of the degree course and the supervised training; the possibilities and the limitations of training in the learning of abilities, attitudes and teacher's knowledge; relevant aspects of teacher initial education highlighted starting from the CST, the expectations, difficulties, dilemmas, challenges and conflicts lived during the CST, their ways of coping and analysis, finally, the impressions and conceptions, noticed in the CST about teacher action in the classroom and his future action as professor in this context . Thus, the theoretical referencial of this research was constituted through readings and reflections accomplished during the study delineation, searching to evidence teacher initial education accomplishing a brief historical survey, and also a short discussion over social changes that we have been living and how they influence teacher education. In that sense, it also brought a discussion about the training, a brief historical contextualization; and its role on teacher education. The data collection was accomplished by means of a characterization of subject’s questionnaire, field diaries, report and an interview with the teacher’s future. In this sense, the data were analyzed in light of taught theory, and reflects CST contributions in the learning of teaching aspects. Finally, it was possible to notice that the training, according to the future teachers, contributed in a relevant way for them to visualize teacher action and his future action in the school context, as well as learning peculiar characteristics of teaching. CST can be structured in a better way and can supply better conditions to make that future teachers notice and understand the function which they have being formed. |
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Magalhães, Elisa GomesNono, Maévi Anabelhttp://lattes.cnpq.br/8634997953885976http://lattes.cnpq.br/45761731445866343c5e74f1-c7af-427d-878b-4159f6b5b24a2016-06-02T19:39:06Z2010-01-082016-06-02T19:39:06Z2009-12-04MAGALHÃES, Elisa Gomes. Estágio supervisionado e aprendizagens da docência. 2009. 178 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.https://repositorio.ufscar.br/handle/ufscar/2511This study was a qualitative investigation result on the Curricular Supervised Training (CST) and its importance on the constitution of bias in learning and teaching process through the formative course lived by pupils of the sixth term of the Pedagogy Course in Federal University of São Carlos. The questioning that orientated this research was: Which Supervised Curricular Training contributions to teacher initial education in the vision of future general education teachers, pupils of a Pedagogy Course? The general objective sought the description and analysis of aspects regarding the learning and teaching process in elapsing of CST, in a more specific way: the relationships among the experiences of the degree course and the supervised training; the possibilities and the limitations of training in the learning of abilities, attitudes and teacher's knowledge; relevant aspects of teacher initial education highlighted starting from the CST, the expectations, difficulties, dilemmas, challenges and conflicts lived during the CST, their ways of coping and analysis, finally, the impressions and conceptions, noticed in the CST about teacher action in the classroom and his future action as professor in this context . Thus, the theoretical referencial of this research was constituted through readings and reflections accomplished during the study delineation, searching to evidence teacher initial education accomplishing a brief historical survey, and also a short discussion over social changes that we have been living and how they influence teacher education. In that sense, it also brought a discussion about the training, a brief historical contextualization; and its role on teacher education. The data collection was accomplished by means of a characterization of subject’s questionnaire, field diaries, report and an interview with the teacher’s future. In this sense, the data were analyzed in light of taught theory, and reflects CST contributions in the learning of teaching aspects. Finally, it was possible to notice that the training, according to the future teachers, contributed in a relevant way for them to visualize teacher action and his future action in the school context, as well as learning peculiar characteristics of teaching. CST can be structured in a better way and can supply better conditions to make that future teachers notice and understand the function which they have being formed.Esse estudo resultou de uma investigação qualitativa sobre o Estágio Curricular Supervisionado (ECS) e sua importância na constituição de um viés dos processos de aprender a ensinar por meio do percurso formativo vivido por alunos do sexto termo do curso de Pedagogia na Universidade Federal de São Carlos. O questionamento que norteou essa pesquisa foi: Quais as contribuições do Estágio Curricular Supervisionado para a formação inicial docente na visão de um grupo de futuros professores, alunos de curso de Pedagogia? O objetivo geral buscou a descrição e análise de aspectos referentes aos processos de aprender a ensinar no decorrer do ECS, de maneira mais específica: as relações entre as experiências do curso de graduação e o estágio supervisionado; as possibilidades e limitações do estágio na aprendizagem de habilidades, atitudes e conhecimentos da docência; aspectos relevantes da formação profissional docente destacados a partir do ECS; as expectativas, as dificuldades, os dilemas, os desafios e conflitos vivenciados durante o ECS, suas formas de enfrentamento e análise e por fim, as impressões e concepções, percebidas no ECS sobre a ação do professor na sala de aula e sobre sua futura ação como docente nesse contexto. Assim, o referencial teórico dessa pesquisa foi constituído por meio das leituras e reflexões realizadas durante o delineamento desse estudo, buscando evidenciar a formação inicial de professores realizando um breve apanhado histórico, além de discutir um pouco das mudanças sociais as quais temos vivenciado e a maneira como elas influenciam a formação docente. Nesse sentido, trouxe também uma discussão sobre o estágio, uma breve contextualização histórica e seu papel na formação de professores. A coleta de dados foi realizada por meio de questionário de caracterização dos sujeitos, diários de campo, relatório e entrevista com os futuros professores. Dessa maneira, os dados foram analisados à luz da teoria estudada, refletindo sobre as contribuições do ECS para a aprendizagem de aspectos da docência. Por fim, foi possível perceber que o estágio, segundo os futuros professores, contribui de maneira significativa para visualizarem a ação do professor e sua futura ação no contexto escolar, assim como para a aprendizagem de características peculiares da docência. O ECS pode ser melhor estruturado fornecendo assim melhores condições para que os futuros professores percebam e compreendam a função para a qual estão sendo formados.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRProfessores - formaçãoCurso de pedagogiaEstágio supervisionadoAprendizagem profissional da docênciaTeacher s educationPedagogy courseCurricular supervised trainingTeacher professional learning.CIENCIAS HUMANAS::EDUCACAOEstágio supervisionado e aprendizagens da docênciainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-19db5537e-2da3-4d6c-a8a7-2a1fb7345fcdinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2724.pdfapplication/pdf981480https://repositorio.ufscar.br/bitstream/ufscar/2511/1/2724.pdf0fcfd8e8fcd0b221be07042ad090330eMD51THUMBNAIL2724.pdf.jpg2724.pdf.jpgIM Thumbnailimage/jpeg6418https://repositorio.ufscar.br/bitstream/ufscar/2511/2/2724.pdf.jpga0accd2e3dd03ab06ced2e35cd30c718MD52ufscar/25112023-09-18 18:31:45.513oai:repositorio.ufscar.br:ufscar/2511Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:45Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Estágio supervisionado e aprendizagens da docência |
title |
Estágio supervisionado e aprendizagens da docência |
spellingShingle |
Estágio supervisionado e aprendizagens da docência Magalhães, Elisa Gomes Professores - formação Curso de pedagogia Estágio supervisionado Aprendizagem profissional da docência Teacher s education Pedagogy course Curricular supervised training Teacher professional learning. CIENCIAS HUMANAS::EDUCACAO |
title_short |
Estágio supervisionado e aprendizagens da docência |
title_full |
Estágio supervisionado e aprendizagens da docência |
title_fullStr |
Estágio supervisionado e aprendizagens da docência |
title_full_unstemmed |
Estágio supervisionado e aprendizagens da docência |
title_sort |
Estágio supervisionado e aprendizagens da docência |
author |
Magalhães, Elisa Gomes |
author_facet |
Magalhães, Elisa Gomes |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/4576173144586634 |
dc.contributor.author.fl_str_mv |
Magalhães, Elisa Gomes |
dc.contributor.advisor1.fl_str_mv |
Nono, Maévi Anabel |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8634997953885976 |
dc.contributor.authorID.fl_str_mv |
3c5e74f1-c7af-427d-878b-4159f6b5b24a |
contributor_str_mv |
Nono, Maévi Anabel |
dc.subject.por.fl_str_mv |
Professores - formação Curso de pedagogia Estágio supervisionado Aprendizagem profissional da docência |
topic |
Professores - formação Curso de pedagogia Estágio supervisionado Aprendizagem profissional da docência Teacher s education Pedagogy course Curricular supervised training Teacher professional learning. CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher s education Pedagogy course Curricular supervised training Teacher professional learning. |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study was a qualitative investigation result on the Curricular Supervised Training (CST) and its importance on the constitution of bias in learning and teaching process through the formative course lived by pupils of the sixth term of the Pedagogy Course in Federal University of São Carlos. The questioning that orientated this research was: Which Supervised Curricular Training contributions to teacher initial education in the vision of future general education teachers, pupils of a Pedagogy Course? The general objective sought the description and analysis of aspects regarding the learning and teaching process in elapsing of CST, in a more specific way: the relationships among the experiences of the degree course and the supervised training; the possibilities and the limitations of training in the learning of abilities, attitudes and teacher's knowledge; relevant aspects of teacher initial education highlighted starting from the CST, the expectations, difficulties, dilemmas, challenges and conflicts lived during the CST, their ways of coping and analysis, finally, the impressions and conceptions, noticed in the CST about teacher action in the classroom and his future action as professor in this context . Thus, the theoretical referencial of this research was constituted through readings and reflections accomplished during the study delineation, searching to evidence teacher initial education accomplishing a brief historical survey, and also a short discussion over social changes that we have been living and how they influence teacher education. In that sense, it also brought a discussion about the training, a brief historical contextualization; and its role on teacher education. The data collection was accomplished by means of a characterization of subject’s questionnaire, field diaries, report and an interview with the teacher’s future. In this sense, the data were analyzed in light of taught theory, and reflects CST contributions in the learning of teaching aspects. Finally, it was possible to notice that the training, according to the future teachers, contributed in a relevant way for them to visualize teacher action and his future action in the school context, as well as learning peculiar characteristics of teaching. CST can be structured in a better way and can supply better conditions to make that future teachers notice and understand the function which they have being formed. |
publishDate |
2009 |
dc.date.issued.fl_str_mv |
2009-12-04 |
dc.date.available.fl_str_mv |
2010-01-08 2016-06-02T19:39:06Z |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:39:06Z |
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 |
MAGALHÃES, Elisa Gomes. Estágio supervisionado e aprendizagens da docência. 2009. 178 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2511 |
identifier_str_mv |
MAGALHÃES, Elisa Gomes. Estágio supervisionado e aprendizagens da docência. 2009. 178 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
url |
https://repositorio.ufscar.br/handle/ufscar/2511 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Universidade Federal de São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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UFSCar |
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BR |
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Universidade Federal de São Carlos |
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