Saberes em construção de uma professora que pesquisa a própria prática.
Autor(a) principal: | |
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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/2755 |
Resumo: | This research, with qualitative characteristics, involves an autobiographic study inserted into a perspective of continuous formation of the teacher, by means of reflexive practice. It aims at identifying and analyzing: i) the knowledge base which was recognized,transformed and produced by the teacher as researcher; and, ii) the contributions offered by certain interlocutors linked to the educational universe, to consolidate part of this knowledge and to promote reflexive processes. The main theory references which orientated this research were the works of Zeichner (1992, 1993, 1998); Schön (2000), Tardif (1991, 2000, 2002) and Nóvoa (2000). On the other hand, the method used was based on an autobiographic proposal and on interpretative theories of documents of the teacher as researcher. The main activities and procedures include filming the classes, day-by-day written records, and audio record of the reflexive meetings with the interlocutors. During the work, it was possible to observe that the teachers knowledge under development mostly derivate from the background influence generated by family, school and university lives, by the personal/professional experiences in schools, and by the interactions of the teacher and a number of interlocutors she met while working, both in formal training activities and during the research. The teacher developed her practice by creatively exploring the traditional teaching places, bringing up contents of attitude, procedures and concepts, valorizing the discussion and stimulating the interactions and the collective work of the students. The conduction and sustenance of the teachinglearning process is characterized by an articulated sequence of activities, by the development of the didactic contract and by the evaluation of the discipline and progression of learning. Some dilemmas are typical of her professional life, such as the handling of the subject in school time and the development of a teaching technique which consider the reality of the students. The division of the teaching experience allowed the objectivity of several implicit theories. The unbalancing situations caused by the interlocutors created an intense involvement of the teacher with the reflexive process about practice, leading to some discoveries and to the revision of the understanding of teaching. Moreover, they motivated the overcome of some pedagogical illusions and of an individualist perspective of the teaching activity. The teacher-researcher could understand that many of her dilemmas are especially constituted of institutional problems of the Brazilian educational system, which needs more than just the personal reflection of the teachers. This work may offer some clues that the promotion of researches by high school teachers contribute to an increase of the professional development, to the appropriation and improvement of their knowledge base, to a perception of the gaps to be reviewed in a continued process, and to the refining of the decision about becoming a teacher. |
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Sudan, Daniela CássiaFreitas, Denise dehttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4767324H6eb4e072b-fac5-4aa2-b532-d7431c0443392016-06-02T19:39:53Z2005-07-252016-06-02T19:39:53Z2005-02-25SUDAN, Daniela Cássia. Saberes em construção de uma professora que pesquisa a própria prática.. 2005. 263 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2005.https://repositorio.ufscar.br/handle/ufscar/2755This research, with qualitative characteristics, involves an autobiographic study inserted into a perspective of continuous formation of the teacher, by means of reflexive practice. It aims at identifying and analyzing: i) the knowledge base which was recognized,transformed and produced by the teacher as researcher; and, ii) the contributions offered by certain interlocutors linked to the educational universe, to consolidate part of this knowledge and to promote reflexive processes. The main theory references which orientated this research were the works of Zeichner (1992, 1993, 1998); Schön (2000), Tardif (1991, 2000, 2002) and Nóvoa (2000). On the other hand, the method used was based on an autobiographic proposal and on interpretative theories of documents of the teacher as researcher. The main activities and procedures include filming the classes, day-by-day written records, and audio record of the reflexive meetings with the interlocutors. During the work, it was possible to observe that the teachers knowledge under development mostly derivate from the background influence generated by family, school and university lives, by the personal/professional experiences in schools, and by the interactions of the teacher and a number of interlocutors she met while working, both in formal training activities and during the research. The teacher developed her practice by creatively exploring the traditional teaching places, bringing up contents of attitude, procedures and concepts, valorizing the discussion and stimulating the interactions and the collective work of the students. The conduction and sustenance of the teachinglearning process is characterized by an articulated sequence of activities, by the development of the didactic contract and by the evaluation of the discipline and progression of learning. Some dilemmas are typical of her professional life, such as the handling of the subject in school time and the development of a teaching technique which consider the reality of the students. The division of the teaching experience allowed the objectivity of several implicit theories. The unbalancing situations caused by the interlocutors created an intense involvement of the teacher with the reflexive process about practice, leading to some discoveries and to the revision of the understanding of teaching. Moreover, they motivated the overcome of some pedagogical illusions and of an individualist perspective of the teaching activity. The teacher-researcher could understand that many of her dilemmas are especially constituted of institutional problems of the Brazilian educational system, which needs more than just the personal reflection of the teachers. This work may offer some clues that the promotion of researches by high school teachers contribute to an increase of the professional development, to the appropriation and improvement of their knowledge base, to a perception of the gaps to be reviewed in a continued process, and to the refining of the decision about becoming a teacher.Esta pesquisa, de natureza qualitativa, envolve um estudo de cunho autobiográfico inserida numa perspectiva de formação continuada do/a professor/a, pela prática reflexiva. Teve como objetivos identificar e analisar: i) os saberes mobilizados, transformados e produzidos pela professora-pesquisadora e, ii) as contribuições oferecidas por determinados/as interlocutores/as vinculados ao universo escolar ou universitário, para a consolidação de parte destes saberes e para a promoção de processos reflexivos. As principais referências teóricas que iluminaram a pesquisa foram os trabalhos de Zeichner (1992, 1993, 1998); Schön (2000), Tardif (1991, 2000, 2002) e Nóvoa (2000): Por sua vez, o método construído baseou-se na proposta de autobiografia e em teorias interpretativas de documentos da professora-pesquisadora. As principais atividades e procedimentos incluem: registro de aulas por meio de gravações audiovisuais; registros em diário de bordo e anotações e gravação em áudio dos encontros reflexivos com os/as interlocutores/as. No trabalho, foi possível observar que os saberes docentes em construção, em grande parte, decorrem das influências geradas pela história de formação familiar, escolar e universitária, pelas experiências pessoais/profissionais vividas nas escolas e pelas interações da professora com os mais diversos interlocutores(as) que ela encontra no exercício profissional, em atividades formais de capacitação em serviço e durante a realização da pesquisa. A professora desenvolve sua prática procurando explorar com criatividade os espaços tradicionais de ensino; abarcando conteúdos atitudinais, procedimentais e conceituais; valorizando o diálogo e estimulando as interações e o trabalho coletivo dos/as alunos/as. A condução e sustentação do processo de ensino e aprendizagem caracteriza-se por uma seqüência articulada de atividades, pelo desenvolvimento do contrato didático e da avaliação da disciplina e da progressão das aprendizagens. Alguns dilemas são característicos de seu percurso profissional, como a gestão da matéria no tempo escolar e o desenvolvimento de um ensino que considere a realidade dos/as alunos/as. A partilha da própria prática possibilitou a objetivação de muitas teorias implícitas. As situações desequilibradoras provocadas pelos/as interlocutores geraram um envolvimento intenso da professora com o processo reflexivo sobre a prática, levando-a a algumas descobertas e a revisão de compreensões sobre o ensino. Ainda motivaram a superaração de algumas ilusões pedagógicas e de uma certa perspectiva individualista da atuação docente. A professora-pesquisadora pode compreender que muitos dos seus dilemas se constituem, principalmente, em problemas institucionais do sistema de ensino brasileiro, cujo enfrentamento requer mais do que a reflexão pessoal dos docentes. Este trabalho pode oferecer alguns sinais de que a promoção de pesquisas por professores/as do ensino médio contribui para um maior desenvolvimento profissional, a apropriação e aperfeiçoamento de seus saberes, uma percepção das lacunas a serem revistas num processo continuado e o refinamento no entendimento quanto a tornar-se professor/a.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRProfessores - formaçãoDiário reflexivoProfessor-pesquisadorSaberes docentesKnowledge baseReflective practitionerTeacher as researcherCIENCIAS HUMANAS::EDUCACAOSaberes em construção de uma professora que pesquisa a própria prática.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-17aa8b9fb-291c-4e52-8904-2e40c8916928info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissDCS.pdfapplication/pdf920735https://repositorio.ufscar.br/bitstream/ufscar/2755/1/DissDCS.pdfddaaf317eda9092fd41918255310ba29MD51THUMBNAILDissDCS.pdf.jpgDissDCS.pdf.jpgIM Thumbnailimage/jpeg5860https://repositorio.ufscar.br/bitstream/ufscar/2755/2/DissDCS.pdf.jpge63923d7d0d4a52d743388ecc58fcd12MD52ufscar/27552023-09-18 18:30:51.717oai:repositorio.ufscar.br:ufscar/2755Repositório 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 |
Saberes em construção de uma professora que pesquisa a própria prática. |
title |
Saberes em construção de uma professora que pesquisa a própria prática. |
spellingShingle |
Saberes em construção de uma professora que pesquisa a própria prática. Sudan, Daniela Cássia Professores - formação Diário reflexivo Professor-pesquisador Saberes docentes Knowledge base Reflective practitioner Teacher as researcher CIENCIAS HUMANAS::EDUCACAO |
title_short |
Saberes em construção de uma professora que pesquisa a própria prática. |
title_full |
Saberes em construção de uma professora que pesquisa a própria prática. |
title_fullStr |
Saberes em construção de uma professora que pesquisa a própria prática. |
title_full_unstemmed |
Saberes em construção de uma professora que pesquisa a própria prática. |
title_sort |
Saberes em construção de uma professora que pesquisa a própria prática. |
author |
Sudan, Daniela Cássia |
author_facet |
Sudan, Daniela Cássia |
author_role |
author |
dc.contributor.author.fl_str_mv |
Sudan, Daniela Cássia |
dc.contributor.advisor1.fl_str_mv |
Freitas, Denise de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4767324H6 |
dc.contributor.authorID.fl_str_mv |
eb4e072b-fac5-4aa2-b532-d7431c044339 |
contributor_str_mv |
Freitas, Denise de |
dc.subject.por.fl_str_mv |
Professores - formação Diário reflexivo Professor-pesquisador Saberes docentes |
topic |
Professores - formação Diário reflexivo Professor-pesquisador Saberes docentes Knowledge base Reflective practitioner Teacher as researcher CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Knowledge base Reflective practitioner Teacher as researcher |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research, with qualitative characteristics, involves an autobiographic study inserted into a perspective of continuous formation of the teacher, by means of reflexive practice. It aims at identifying and analyzing: i) the knowledge base which was recognized,transformed and produced by the teacher as researcher; and, ii) the contributions offered by certain interlocutors linked to the educational universe, to consolidate part of this knowledge and to promote reflexive processes. The main theory references which orientated this research were the works of Zeichner (1992, 1993, 1998); Schön (2000), Tardif (1991, 2000, 2002) and Nóvoa (2000). On the other hand, the method used was based on an autobiographic proposal and on interpretative theories of documents of the teacher as researcher. The main activities and procedures include filming the classes, day-by-day written records, and audio record of the reflexive meetings with the interlocutors. During the work, it was possible to observe that the teachers knowledge under development mostly derivate from the background influence generated by family, school and university lives, by the personal/professional experiences in schools, and by the interactions of the teacher and a number of interlocutors she met while working, both in formal training activities and during the research. The teacher developed her practice by creatively exploring the traditional teaching places, bringing up contents of attitude, procedures and concepts, valorizing the discussion and stimulating the interactions and the collective work of the students. The conduction and sustenance of the teachinglearning process is characterized by an articulated sequence of activities, by the development of the didactic contract and by the evaluation of the discipline and progression of learning. Some dilemmas are typical of her professional life, such as the handling of the subject in school time and the development of a teaching technique which consider the reality of the students. The division of the teaching experience allowed the objectivity of several implicit theories. The unbalancing situations caused by the interlocutors created an intense involvement of the teacher with the reflexive process about practice, leading to some discoveries and to the revision of the understanding of teaching. Moreover, they motivated the overcome of some pedagogical illusions and of an individualist perspective of the teaching activity. The teacher-researcher could understand that many of her dilemmas are especially constituted of institutional problems of the Brazilian educational system, which needs more than just the personal reflection of the teachers. This work may offer some clues that the promotion of researches by high school teachers contribute to an increase of the professional development, to the appropriation and improvement of their knowledge base, to a perception of the gaps to be reviewed in a continued process, and to the refining of the decision about becoming a teacher. |
publishDate |
2005 |
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2005-07-25 2016-06-02T19:39:53Z |
dc.date.issued.fl_str_mv |
2005-02-25 |
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2016-06-02T19:39:53Z |
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masterThesis |
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SUDAN, Daniela Cássia. Saberes em construção de uma professora que pesquisa a própria prática.. 2005. 263 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2005. |
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https://repositorio.ufscar.br/handle/ufscar/2755 |
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SUDAN, Daniela Cássia. Saberes em construção de uma professora que pesquisa a própria prática.. 2005. 263 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2005. |
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