O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2286 |
Resumo: | This research focuses on the study of aspects of teaching profession which is understood as a dynamic process that requires a set of actions, skills, knowledge, attitudes and values that are specific abilities of a teacher. Such abilities are developed during personal and professional trajectory, teaching practice and throughout theoretical knowledge about the profession that underlie the research and the reflexive practice. Based on this perspective, we aim at understanding the constitution process of the professionalism considering professors from the Federal Institute of Education, Science and Technology of São Paulo (IFSP) in a context of identity construction currently experienced by the institution. We believe that the professional development of professors who teach in the Professional and Technological Education in Brazil has the work in the Technical Basic Education level and higher education as its main characteristic. In this research we have adopted the quantitative and qualitative approaches in order to build the investigative itinerary and to achieve our goals. Thus, we divided the process of data collecting and analyzing into three distinct stages: the first one focused on the characterization of IFSP faculty that, using a self-administered questionnaire of closed questions, presented the analysis of personal, academic and professional profile aspects considered important to us to begin the work of knowing the faculty of IFSP; at the second stage of our research, using again a self-administered questionnaire but at this moment of open questions, we aimed at deepening the discussions about career choice, the knowledge required to be a professor, the challenges faced during teaching, class planning, the relationship with students and the experiences considering teaching at IFSP; at the third and final stage of the investigation, we used an interview to identify some educational concepts that shape Professional and Technical Education teaching process. The importance of investigating academic and personal profile of these professors is revealed by the fact that we believe that professional development is related to personal and socio-political aspects, so we need to know and consider them in the process of understanding the facets of their profession. We focused this research on the theoretical study about the professional education in order to present our understanding of this type of formation. We also founded that the dilemmas and difficulties experienced by the faculty of Professional and Technological Education are similar to the findings from scientific productions made in the area of higher education, especially those that concern the issue of teacher identity, the learning process to teach and the paradigm shift. We hope that these reflections on the conditions of professors who work at IFSP can help to support initiatives considering these professionals which can be understood as a fundamental public policy to achieve a high quality educational process. We also intend to contribute with new ideas and new discussions, expanding the knowledge about Technological Education in Brazil based on previous studies about higher education teaching process. |
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Helmer, Ester AlmeidaReyes, Cláudia Raimundohttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4793476E9http://lattes.cnpq.br/01434251752310518e247472-f57b-42f0-aeed-33bd500a83252016-06-02T19:35:46Z2012-12-042016-06-02T19:35:46Z2012-09-17HELMER, Ester Almeida. O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo. 2012. 261 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012.https://repositorio.ufscar.br/handle/ufscar/2286This research focuses on the study of aspects of teaching profession which is understood as a dynamic process that requires a set of actions, skills, knowledge, attitudes and values that are specific abilities of a teacher. Such abilities are developed during personal and professional trajectory, teaching practice and throughout theoretical knowledge about the profession that underlie the research and the reflexive practice. Based on this perspective, we aim at understanding the constitution process of the professionalism considering professors from the Federal Institute of Education, Science and Technology of São Paulo (IFSP) in a context of identity construction currently experienced by the institution. We believe that the professional development of professors who teach in the Professional and Technological Education in Brazil has the work in the Technical Basic Education level and higher education as its main characteristic. In this research we have adopted the quantitative and qualitative approaches in order to build the investigative itinerary and to achieve our goals. Thus, we divided the process of data collecting and analyzing into three distinct stages: the first one focused on the characterization of IFSP faculty that, using a self-administered questionnaire of closed questions, presented the analysis of personal, academic and professional profile aspects considered important to us to begin the work of knowing the faculty of IFSP; at the second stage of our research, using again a self-administered questionnaire but at this moment of open questions, we aimed at deepening the discussions about career choice, the knowledge required to be a professor, the challenges faced during teaching, class planning, the relationship with students and the experiences considering teaching at IFSP; at the third and final stage of the investigation, we used an interview to identify some educational concepts that shape Professional and Technical Education teaching process. The importance of investigating academic and personal profile of these professors is revealed by the fact that we believe that professional development is related to personal and socio-political aspects, so we need to know and consider them in the process of understanding the facets of their profession. We focused this research on the theoretical study about the professional education in order to present our understanding of this type of formation. We also founded that the dilemmas and difficulties experienced by the faculty of Professional and Technological Education are similar to the findings from scientific productions made in the area of higher education, especially those that concern the issue of teacher identity, the learning process to teach and the paradigm shift. We hope that these reflections on the conditions of professors who work at IFSP can help to support initiatives considering these professionals which can be understood as a fundamental public policy to achieve a high quality educational process. We also intend to contribute with new ideas and new discussions, expanding the knowledge about Technological Education in Brazil based on previous studies about higher education teaching process.A presente investigação centra-se no estudo de aspectos da profissionalidade docente entendida como um processo dinâmico que demanda um conjunto de atuações, destrezas, conhecimentos, atitudes e valores que constituem saberes específicos do ser professor. Tais saberes se constroem, no decorrer da trajetória pessoal e profissional, no exercício da docência e, não menos importante, por meio de conhecimentos teóricos da profissão que fundamentam a pesquisa e a prática reflexiva. Com base neste entendimento, nos propomos a compreender o processo de constituição da profissionalidade de professores do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP) em um contexto de construção identitária vivenciado atualmente pela instituição. Consideramos que o desenvolvimento profissional da docência do professor da Educação Profissional e Tecnológica no Brasil tem como principal característica a atuação na Educação Básica de nível técnico e na Educação Superior. No desenvolvimento deste trabalho investigativo, trilhamos os pressupostos da abordagem quanti-qualitativa de pesquisa para construirmos o itinerário investigativo e alcançarmos os objetivos delineados. Assim, dividimos os processos de coleta e análise de dados em três momentos distintos: o primeiro, centrado na caracterização do quadro docente do IFSP que, por meio de um questionário autoaplicável de perguntas fechadas, abarcou a análise sobre o perfil pessoal, acadêmico, formativo e profissional, aspectos considerados importantes para iniciarmos o trabalho de conhecimento do corpo docente do IFSP; no segundo momento da pesquisa, por meio de um questionário autoaplicável de perguntas abertas, buscamos aprofundar as discussões sobre a escolha da carreira, os conhecimentos necessários para ser professor, os desafios encontrados no magistério, a organização da aula, a relação com os alunos e as vivências na profissão docente desenvolvidas no IFSP; no terceiro e último momento da investigação, utilizamos a entrevista narrativa para identificar algumas concepções educacionais que configuram o ser professor da Educação Profissional e Tecnológica. A relevância de investirmos no estudo do percurso de vida/formativo dos professores é o fato de acreditarmos que o desenvolvimento profissional está relacionado com as dimensões pessoal e político-social do professor, portanto, é preciso conhecê-las e considerá-las no processo de compreensão de suas profissionalidades. Enfocamos nesta investigação o estudo teórico sobre a educação profissional, de modo a apresentar o nosso entendimento sobre esta modalidade formativa. Verificamos também que os dilemas e as dificuldades vivenciadas pelo corpo docente da Educação Profissional e Tecnológica se aproximam das constatações advindas de produções científicas realizadas na área da Educação Superior, sobretudo as que tangem à questão da identidade docente; a aprendizagem para a docência, o percurso formativo e a necessária mudança de paradigma. Esperamos que as reflexões realizadas sobre as condições profissionais dos docentes que atuam no IFSP possibilitem iniciativas voltadas à formação profissional, entendida como política pública fundamental a um processo educativo com qualidade. Pretendemos também contribuir com novas reflexões e novas discussões, ampliando os conhecimentos produzidos sobre Educação Profissional e Tecnológica no Brasil a partir de conhecimentos já produzidos sobre a aprendizagem da docência para o magistério superior.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRProfessores - formaçãoProcessos de Ensino e AprendizagemProfissionalidade DocenteDocência na Educação Profissional e TecnológicaDocência no Ensino SuperiorProcesses of Teaching and LearningTeaching ProfessionalismTeaching in Professional and Technology EducationTeaching in Higher EducationCIENCIAS HUMANAS::EDUCACAOO processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Pauloinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-115ca6fcf-07e6-4ca7-ac96-ef014ced338einfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL4719.pdfapplication/pdf7496311https://repositorio.ufscar.br/bitstream/ufscar/2286/1/4719.pdf7e1dadf3e8d32d4b7f074e2b4647bd16MD51THUMBNAIL4719.pdf.jpg4719.pdf.jpgIM Thumbnailimage/jpeg6119https://repositorio.ufscar.br/bitstream/ufscar/2286/2/4719.pdf.jpgee5e671bde34cf029148fce24aca82abMD52ufscar/22862023-09-18 18:30:49.251oai:repositorio.ufscar.br:ufscar/2286Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:49Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo |
title |
O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo |
spellingShingle |
O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo Helmer, Ester Almeida Professores - formação Processos de Ensino e Aprendizagem Profissionalidade Docente Docência na Educação Profissional e Tecnológica Docência no Ensino Superior Processes of Teaching and Learning Teaching Professionalism Teaching in Professional and Technology Education Teaching in Higher Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo |
title_full |
O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo |
title_fullStr |
O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo |
title_full_unstemmed |
O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo |
title_sort |
O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo |
author |
Helmer, Ester Almeida |
author_facet |
Helmer, Ester Almeida |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0143425175231051 |
dc.contributor.author.fl_str_mv |
Helmer, Ester Almeida |
dc.contributor.advisor1.fl_str_mv |
Reyes, Cláudia Raimundo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4793476E9 |
dc.contributor.authorID.fl_str_mv |
8e247472-f57b-42f0-aeed-33bd500a8325 |
contributor_str_mv |
Reyes, Cláudia Raimundo |
dc.subject.por.fl_str_mv |
Professores - formação Processos de Ensino e Aprendizagem Profissionalidade Docente Docência na Educação Profissional e Tecnológica Docência no Ensino Superior |
topic |
Professores - formação Processos de Ensino e Aprendizagem Profissionalidade Docente Docência na Educação Profissional e Tecnológica Docência no Ensino Superior Processes of Teaching and Learning Teaching Professionalism Teaching in Professional and Technology Education Teaching in Higher Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Processes of Teaching and Learning Teaching Professionalism Teaching in Professional and Technology Education Teaching in Higher Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research focuses on the study of aspects of teaching profession which is understood as a dynamic process that requires a set of actions, skills, knowledge, attitudes and values that are specific abilities of a teacher. Such abilities are developed during personal and professional trajectory, teaching practice and throughout theoretical knowledge about the profession that underlie the research and the reflexive practice. Based on this perspective, we aim at understanding the constitution process of the professionalism considering professors from the Federal Institute of Education, Science and Technology of São Paulo (IFSP) in a context of identity construction currently experienced by the institution. We believe that the professional development of professors who teach in the Professional and Technological Education in Brazil has the work in the Technical Basic Education level and higher education as its main characteristic. In this research we have adopted the quantitative and qualitative approaches in order to build the investigative itinerary and to achieve our goals. Thus, we divided the process of data collecting and analyzing into three distinct stages: the first one focused on the characterization of IFSP faculty that, using a self-administered questionnaire of closed questions, presented the analysis of personal, academic and professional profile aspects considered important to us to begin the work of knowing the faculty of IFSP; at the second stage of our research, using again a self-administered questionnaire but at this moment of open questions, we aimed at deepening the discussions about career choice, the knowledge required to be a professor, the challenges faced during teaching, class planning, the relationship with students and the experiences considering teaching at IFSP; at the third and final stage of the investigation, we used an interview to identify some educational concepts that shape Professional and Technical Education teaching process. The importance of investigating academic and personal profile of these professors is revealed by the fact that we believe that professional development is related to personal and socio-political aspects, so we need to know and consider them in the process of understanding the facets of their profession. We focused this research on the theoretical study about the professional education in order to present our understanding of this type of formation. We also founded that the dilemmas and difficulties experienced by the faculty of Professional and Technological Education are similar to the findings from scientific productions made in the area of higher education, especially those that concern the issue of teacher identity, the learning process to teach and the paradigm shift. We hope that these reflections on the conditions of professors who work at IFSP can help to support initiatives considering these professionals which can be understood as a fundamental public policy to achieve a high quality educational process. We also intend to contribute with new ideas and new discussions, expanding the knowledge about Technological Education in Brazil based on previous studies about higher education teaching process. |
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2012 |
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2012-12-04 2016-06-02T19:35:46Z |
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2012-09-17 |
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2016-06-02T19:35:46Z |
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HELMER, Ester Almeida. O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo. 2012. 261 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012. |
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https://repositorio.ufscar.br/handle/ufscar/2286 |
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HELMER, Ester Almeida. O processo de construção da profissionalidade docente no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo. 2012. 261 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012. |
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