Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.

Detalhes bibliográficos
Autor(a) principal: Rocha, Gisele Antunes
Data de Publicação: 2005
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFSCAR
Texto Completo: https://repositorio.ufscar.br/handle/ufscar/2748
Resumo: This investigation, of qualitative nature, sought to know how a Doctor in Education becomes a teacher of the starting grades of elementary school and was organized around the following questions: How does the learning of a Doctor in Education who is beginning to teach the starting grades of elementary school characterize itself? Are there differences (or not) between the professional learning of this teacher and the other beginner teachers, without the same academic experience, investigated on other studies? The research was developed in two phases. On a first moment, I followed the building of a beginner teacher s practice by means of her narratives written during the first semester of the school year and, near the end of the year, I brought back questions shown in her registries on two interview sessions. On a second moment, when the teacher was already working in another teaching institution, I got to talk to her again on three interview sessions, to share my interpretation of the data, clarify some aspects and give voice to her ideas and analysis. This way, I met at the same time the methodological (this kind of study demands a comprehension of the meaning attributed to the data by the teacher) and ethical dimensions (the teacher had reached a more advanced level on her studies than mine, and on these studies she was the subject). The data were organized on the following analysis focuses: difficulty in managing time and the available conditions versus the specific learning difficulties of the students, difficulty to take control of the situation and learning sources of professional teaching. For the data analysis, I took as theoretical reference studies about the building of teaching beginning, teaching knowledge, the relationship between thought and action, and five other correlated researches. The results indicated that even the teacher being a Doctor in Education, her first teaching year was a period marked by great difficulties and doubts, such as indicated by the literature in the area. They revealed that teaching knowledge is temporal, plural, existential, social and pragmatic, as said Tardif and Raymond; confirmed the idea that the relationship between thought and action is not linear, given that the origin and the direction of the action must be searched in particular situational conditions in which practice is made, confirming the ideas of Zabalza; highlighted the importance of relationship with the students, pairs, theoretical studies and institutional politics as sources of learning for professional teaching. It was possible to detect points that revealed, by the data, some differentials brought by the fact of the teacher being a Doctor in Education. Apparently, this fact was more highlighted on the conceptions than on the ways of acting. The importance of support to the teachers on beginning careers by the school was very highlighted as it is also said by the literature in order to take the teachers formation process as a collective and continuous construction and, mainly, in order to keep the students of these teachers from suffering the consequences of their nonexpertise.
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spelling Rocha, Gisele AntunesLima, Emília Freitas dehttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4703325P2853b8098-0ecd-49ee-b0cf-136eca0ca7292016-06-02T19:39:52Z2005-05-232016-06-02T19:39:52Z2005-01-28ROCHA, Gisele Antunes. Building the teaching beginning: a Doctor in Education becomes a teacher of the starting grades of elementary school.. 2005. 259 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2005.https://repositorio.ufscar.br/handle/ufscar/2748This investigation, of qualitative nature, sought to know how a Doctor in Education becomes a teacher of the starting grades of elementary school and was organized around the following questions: How does the learning of a Doctor in Education who is beginning to teach the starting grades of elementary school characterize itself? Are there differences (or not) between the professional learning of this teacher and the other beginner teachers, without the same academic experience, investigated on other studies? The research was developed in two phases. On a first moment, I followed the building of a beginner teacher s practice by means of her narratives written during the first semester of the school year and, near the end of the year, I brought back questions shown in her registries on two interview sessions. On a second moment, when the teacher was already working in another teaching institution, I got to talk to her again on three interview sessions, to share my interpretation of the data, clarify some aspects and give voice to her ideas and analysis. This way, I met at the same time the methodological (this kind of study demands a comprehension of the meaning attributed to the data by the teacher) and ethical dimensions (the teacher had reached a more advanced level on her studies than mine, and on these studies she was the subject). The data were organized on the following analysis focuses: difficulty in managing time and the available conditions versus the specific learning difficulties of the students, difficulty to take control of the situation and learning sources of professional teaching. For the data analysis, I took as theoretical reference studies about the building of teaching beginning, teaching knowledge, the relationship between thought and action, and five other correlated researches. The results indicated that even the teacher being a Doctor in Education, her first teaching year was a period marked by great difficulties and doubts, such as indicated by the literature in the area. They revealed that teaching knowledge is temporal, plural, existential, social and pragmatic, as said Tardif and Raymond; confirmed the idea that the relationship between thought and action is not linear, given that the origin and the direction of the action must be searched in particular situational conditions in which practice is made, confirming the ideas of Zabalza; highlighted the importance of relationship with the students, pairs, theoretical studies and institutional politics as sources of learning for professional teaching. It was possible to detect points that revealed, by the data, some differentials brought by the fact of the teacher being a Doctor in Education. Apparently, this fact was more highlighted on the conceptions than on the ways of acting. The importance of support to the teachers on beginning careers by the school was very highlighted as it is also said by the literature in order to take the teachers formation process as a collective and continuous construction and, mainly, in order to keep the students of these teachers from suffering the consequences of their nonexpertise.Esta investigação, de natureza qualitativa, procurou conhecer como uma doutora em educação vai se tornando professora das séries iniciais do ensino fundamental e organizou-se em torno das seguintes questões: Como se caracteriza a aprendizagem do início da docência de uma professora doutora em Educação atuando nas séries iniciais do ensino fundamental? Há diferenças (ou não) entre a aprendizagem profissional desta professora e outras professoras iniciantes, sem a mesma experiência acadêmica, investigadas em outros estudos? A pesquisa foi desenvolvida em duas fases. Em um primeiro momento, acompanhei a construção do início da docência da professora por meio de suas narrativas escritas durante o primeiro semestre do período letivo e, próximo ao final do ano, retomei questões evidenciadas em seus registros em duas sessões de entrevista. Em um segundo momento, quando a professora já trabalhava em outra instituição escolar, voltei a conversar com ela em três sessões de entrevista, a fim de compartilhar a minha interpretação dos dados, esclarecer alguns aspectos e dar voz às suas idéias e análises. Atendi, assim, ao mesmo tempo às dimensões metodológica (o tipo de estudo exige a compreensão do significado atribuído pela professora aos dados) e ética (a professora havia atingido um grau mais avançado de estudos do que o meu, no qual fazia papel de sujeito). Os dados foram organizados nos seguintes focos de análise: dificuldade em administrar o tempo e as condições disponíveis em função das necessidades de aprendizagem específicas dos alunos, dificuldade em assumir o controle da situação e fontes de aprendizagem profissional da docência. Para a análise dos dados assumi como referencial teórico estudos sobre a construção do início da docência, os saberes docentes, a relação entre pensamento e atuação, além de cinco pesquisas correlatas. Os resultados indicaram que mesmo a professora sendo Doutora em Educação, o seu primeiro ano na docência foi um período marcado por grandes dificuldades e dúvidas, tal como o indica a literatura na área. Eles revelaram que os saberes docentes são temporais, plurais, existenciais, sociais e pragmáticos, assim como salientou Tardif e Raymond (2000); corroboraram a idéia de que a relação entre pensamento e atuação não é linear, sendo que a origem e o sentido da ação deve ser buscada nas condições situacionais particulares em que a prática se produz, corroborando as idéias de Zabalza (1994); salientaram a importância da relação com os alunos, os pares, os estudos teóricos e a política institucional enquanto fontes de aprendizagem profissional da docência. Foi possível destacar pontos que revelaram, pelos dados, alguns diferenciais promovidos pelo fato de a professora ser Doutora em Educação. Aparentemente, esse fato se evidenciou mais nas concepções do que nas formas de agir. Ficou muito destacada a importância do apoio da escola aos professores em início de carreira como também aponta a literatura , a fim de assumir o processo de formação de professores enquanto uma construção coletiva e contínua e, principalmente, a fim de que os alunos desses professores não sofram as conseqüências de sua não-expertise.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRProfessores - formaçãoAprendizagem profissional da docênciaProfessores iniciantesCIENCIAS HUMANAS::EDUCACAOConstruindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.Building the teaching beginning: a Doctor in Education becomes a teacher of the starting grades of elementary school.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-10f6fc182-bb60-4660-9267-80aa895417bdinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissGAR.pdfapplication/pdf1066413https://repositorio.ufscar.br/bitstream/ufscar/2748/1/DissGAR.pdf8aa7e5890c6d0f8ada999fd976026a63MD51THUMBNAILDissGAR.pdf.jpgDissGAR.pdf.jpgIM Thumbnailimage/jpeg6331https://repositorio.ufscar.br/bitstream/ufscar/2748/2/DissGAR.pdf.jpg9bd91c0d747900fbf617056332ec9810MD52ufscar/27482023-09-18 18:30:51.745oai:repositorio.ufscar.br:ufscar/2748Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:51Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.
dc.title.alternative.eng.fl_str_mv Building the teaching beginning: a Doctor in Education becomes a teacher of the starting grades of elementary school.
title Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.
spellingShingle Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.
Rocha, Gisele Antunes
Professores - formação
Aprendizagem profissional da docência
Professores iniciantes
CIENCIAS HUMANAS::EDUCACAO
title_short Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.
title_full Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.
title_fullStr Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.
title_full_unstemmed Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.
title_sort Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.
author Rocha, Gisele Antunes
author_facet Rocha, Gisele Antunes
author_role author
dc.contributor.author.fl_str_mv Rocha, Gisele Antunes
dc.contributor.advisor1.fl_str_mv Lima, Emília Freitas de
dc.contributor.advisor1Lattes.fl_str_mv http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4703325P2
dc.contributor.authorID.fl_str_mv 853b8098-0ecd-49ee-b0cf-136eca0ca729
contributor_str_mv Lima, Emília Freitas de
dc.subject.por.fl_str_mv Professores - formação
Aprendizagem profissional da docência
Professores iniciantes
topic Professores - formação
Aprendizagem profissional da docência
Professores iniciantes
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This investigation, of qualitative nature, sought to know how a Doctor in Education becomes a teacher of the starting grades of elementary school and was organized around the following questions: How does the learning of a Doctor in Education who is beginning to teach the starting grades of elementary school characterize itself? Are there differences (or not) between the professional learning of this teacher and the other beginner teachers, without the same academic experience, investigated on other studies? The research was developed in two phases. On a first moment, I followed the building of a beginner teacher s practice by means of her narratives written during the first semester of the school year and, near the end of the year, I brought back questions shown in her registries on two interview sessions. On a second moment, when the teacher was already working in another teaching institution, I got to talk to her again on three interview sessions, to share my interpretation of the data, clarify some aspects and give voice to her ideas and analysis. This way, I met at the same time the methodological (this kind of study demands a comprehension of the meaning attributed to the data by the teacher) and ethical dimensions (the teacher had reached a more advanced level on her studies than mine, and on these studies she was the subject). The data were organized on the following analysis focuses: difficulty in managing time and the available conditions versus the specific learning difficulties of the students, difficulty to take control of the situation and learning sources of professional teaching. For the data analysis, I took as theoretical reference studies about the building of teaching beginning, teaching knowledge, the relationship between thought and action, and five other correlated researches. The results indicated that even the teacher being a Doctor in Education, her first teaching year was a period marked by great difficulties and doubts, such as indicated by the literature in the area. They revealed that teaching knowledge is temporal, plural, existential, social and pragmatic, as said Tardif and Raymond; confirmed the idea that the relationship between thought and action is not linear, given that the origin and the direction of the action must be searched in particular situational conditions in which practice is made, confirming the ideas of Zabalza; highlighted the importance of relationship with the students, pairs, theoretical studies and institutional politics as sources of learning for professional teaching. It was possible to detect points that revealed, by the data, some differentials brought by the fact of the teacher being a Doctor in Education. Apparently, this fact was more highlighted on the conceptions than on the ways of acting. The importance of support to the teachers on beginning careers by the school was very highlighted as it is also said by the literature in order to take the teachers formation process as a collective and continuous construction and, mainly, in order to keep the students of these teachers from suffering the consequences of their nonexpertise.
publishDate 2005
dc.date.available.fl_str_mv 2005-05-23
2016-06-02T19:39:52Z
dc.date.issued.fl_str_mv 2005-01-28
dc.date.accessioned.fl_str_mv 2016-06-02T19:39:52Z
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dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/2748
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