A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES?
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEPG |
Texto Completo: | http://tede2.uepg.br/jspui/handle/prefix/1198 |
Resumo: | This research aims to analyze the conceptions of the state school teachers of the city of Ponta Grossa, Paraná, Brazil, regarding education in building values. The research started from the premise that it is necessary to understand the conceptions that teachers have, as the teaching profession is a social practice, set in a cultural process, historically produced, and the school is a suitable environment for educating students in a democratic society; besides being responsible for the socialization of knowledge. Thus, this study intends to seek contributions from the teachers' conceptions to understand the role they play in school, trying to identify if they recognize their role in the values education and recognize the school as a privileged environment for building values. This is a research developed in a qualitative perspective (CRESWELL, 2014) with teachers of six state schools of the city of Ponta Grossa - PR. Data collection took place in two stages: the first with a questionnaire (N = 51), and the second by carrying out semi-structured interviews (N = 6). Data were analyzed using content analysis (BARDIN, 2011). For the theoretical research framework, we have chosen authors that deal with education and values, as Serrano (2002), Delval (2010), Araújo and Puig (2007), Imbernón (2011) and Gallo (2012). In addition, we situated the research in the historical time of contemporaneity, supported by Cambi (1999). Research results show that the majority of teachers who were surveyed believe that the school might even be a place to educate in values, but the educational institution is performing this function because the family would not be performing its role. There is no great emphasis on school as a privileged environment in order the education in values materializes, according to the surveyed teachers. We also noticed that only one teacher is responsible for the education of values, as a conscious attitude. Most teachers develop this role in relation to values as a passive attitude, which was delegated a demand to them that they judge it is not theirs. It was noticed, with the completion of the investigation, that education in the construction of values does not materialize in only one body. We believe that it materializes when the school reflects on its aims, considering the integral education of the student as one of its purposes, the teacher reviews his/her posture and practices, admitting to him/herself that his/her role favors the constitution of the individual; and the definition of values, here rethought due to a larger context, the society, not as innate or simple internalization but as affective construction of individuals throughout their lives. |
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Baccon, Ana Lúcia PereiraCPF:69387583953http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4753894H9Brandt, Célia FinckCPF:42889383920http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700553P5Lucas, Lucken BuenoCPF:04752224909http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4298401J5Cartaxo, Simone Regina ManossoCPF:71349197904http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4282024T0CPF:06614113976http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4278840E8Clock, Lizie Mendes2017-07-21T20:31:27Z2016-03-312017-07-21T20:31:27Z2016-03-01CLOCK, Lizie Mendes. Education in building values: after all, what do teachers think?. 2016. 128 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2016.http://tede2.uepg.br/jspui/handle/prefix/1198This research aims to analyze the conceptions of the state school teachers of the city of Ponta Grossa, Paraná, Brazil, regarding education in building values. The research started from the premise that it is necessary to understand the conceptions that teachers have, as the teaching profession is a social practice, set in a cultural process, historically produced, and the school is a suitable environment for educating students in a democratic society; besides being responsible for the socialization of knowledge. Thus, this study intends to seek contributions from the teachers' conceptions to understand the role they play in school, trying to identify if they recognize their role in the values education and recognize the school as a privileged environment for building values. This is a research developed in a qualitative perspective (CRESWELL, 2014) with teachers of six state schools of the city of Ponta Grossa - PR. Data collection took place in two stages: the first with a questionnaire (N = 51), and the second by carrying out semi-structured interviews (N = 6). Data were analyzed using content analysis (BARDIN, 2011). For the theoretical research framework, we have chosen authors that deal with education and values, as Serrano (2002), Delval (2010), Araújo and Puig (2007), Imbernón (2011) and Gallo (2012). In addition, we situated the research in the historical time of contemporaneity, supported by Cambi (1999). Research results show that the majority of teachers who were surveyed believe that the school might even be a place to educate in values, but the educational institution is performing this function because the family would not be performing its role. There is no great emphasis on school as a privileged environment in order the education in values materializes, according to the surveyed teachers. We also noticed that only one teacher is responsible for the education of values, as a conscious attitude. Most teachers develop this role in relation to values as a passive attitude, which was delegated a demand to them that they judge it is not theirs. It was noticed, with the completion of the investigation, that education in the construction of values does not materialize in only one body. We believe that it materializes when the school reflects on its aims, considering the integral education of the student as one of its purposes, the teacher reviews his/her posture and practices, admitting to him/herself that his/her role favors the constitution of the individual; and the definition of values, here rethought due to a larger context, the society, not as innate or simple internalization but as affective construction of individuals throughout their lives.Esta pesquisa tem como objetivo analisar as concepções de professores da rede pública estadual da cidade de Ponta Grossa, Paraná, a respeito da educação na construção de valores. A investigação partiu da premissa de que é necessário compreender as concepções que os professores possuem, visto que a profissão docente é uma prática social, inserida em um processo cultural, produzida historicamente, e a escola é um ambiente adequado para educar alunos em um convívio democrático; além de ser responsável pela socialização de conhecimentos. Diante disso, este estudo tem intenção de buscar subsídios a partir das concepções de professores para compreender a função que os docentes exercem na escola, buscando identificar se eles reconhecem seu papel na educação em valores e se apontam a escola como espaço privilegiado para construção de valores. Trata-se de uma pesquisa desenvolvida na perspectiva qualitativa (CRESWELL, 2014) com os professores de seis escolas estaduais da cidade de Ponta Grossa – PR. A coleta de dados aconteceu em duas etapas: a primeira com aplicação de questionário (N=51), e a segunda com a realização de entrevistas semiestruturadas (N=6). Os dados foram analisados por meio da análise de conteúdo (BARDIN, 2011). Para o aporte teórico da pesquisa, elegeram-se autores que tratam da educação e de valores, como Serrano (2002), Delval (2010), Araújo e Puig (2007), Imbernón (2011) e Gallo (2012). Além disso, situamos a pesquisa no período histórico da contemporaneidade, amparados por Cambi (1999). Os resultados da investigação apontaram que grande parte dos professores pesquisados consideram que a escola pode até ser um espaço para educar em valores, mas que a instituição educativa está desempenhando essa função pelo fato de a família não estar realizando seu papel. Não há grande destaque para a escola como ambiente privilegiado para que a educação em valores se materialize, por parte dos professores pesquisados. Notou-se, também, que apenas um professor responsabiliza-se pela educação em valores, como uma atitude consciente. A maioria dos professores desenvolvem a função frente aos valores como uma atitude passiva, na qual lhe foi delegada uma demanda que julgam não ser sua. Percebeu-se, com a realização da investigação, que a educação na construção de valores não se materializa apenas em uma instância. Acredita-se que ela se materializará quando a escola refletir sobre seus fins, considerando a formação integral do aluno como uma de suas finalidades, o professor rever sua postura e suas práticas, admitindo, para si, que a sua função favorece a constituição do indivíduo; e a definição dos valores, aqui repensadas pelo contexto maior, a sociedade, não como inatos ou simples internalizações, mas como construções afetivas dos indivíduos durante toda a vida.Made available in DSpace on 2017-07-21T20:31:27Z (GMT). No. of bitstreams: 1 Lizie Mendes Clock.pdf: 1478875 bytes, checksum: 44f62187df3098e91b699c2c89fce52c (MD5) Previous issue date: 2016-03-01Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUNIVERSIDADE ESTADUAL DE PONTA GROSSAPrograma de Pós-Graduação em EducaçãoUEPGBREducaçãoescolapercepção de professoreseducação em valoresschoolteachers’ perceptionvalues educationCNPQ::CIENCIAS HUMANAS::EDUCACAOA EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES?Education in building values: after all, what do teachers think?info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPGinstname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGORIGINALLizie Mendes Clock.pdfapplication/pdf1478875http://tede2.uepg.br/jspui/bitstream/prefix/1198/1/Lizie%20Mendes%20Clock.pdf44f62187df3098e91b699c2c89fce52cMD51prefix/11982017-07-21 17:31:27.142oai:tede2.uepg.br:prefix/1198Biblioteca Digital de Teses e Dissertaçõeshttps://tede2.uepg.br/jspui/PUBhttp://tede2.uepg.br/oai/requestbicen@uepg.br||mv_fidelis@yahoo.com.bropendoar:2017-07-21T20:31:27Biblioteca Digital de Teses e Dissertações da UEPG - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.por.fl_str_mv |
A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES? |
dc.title.alternative.eng.fl_str_mv |
Education in building values: after all, what do teachers think? |
title |
A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES? |
spellingShingle |
A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES? Clock, Lizie Mendes escola percepção de professores educação em valores school teachers’ perception values education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES? |
title_full |
A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES? |
title_fullStr |
A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES? |
title_full_unstemmed |
A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES? |
title_sort |
A EDUCAÇÃO NA CONSTRUÇÃO DE VALORES:AFINAL, O QUE PENSAM OS PROFESSORES? |
author |
Clock, Lizie Mendes |
author_facet |
Clock, Lizie Mendes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Baccon, Ana Lúcia Pereira |
dc.contributor.advisor1ID.fl_str_mv |
CPF:69387583953 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4753894H9 |
dc.contributor.referee1.fl_str_mv |
Brandt, Célia Finck |
dc.contributor.referee1ID.fl_str_mv |
CPF:42889383920 |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700553P5 |
dc.contributor.referee2.fl_str_mv |
Lucas, Lucken Bueno |
dc.contributor.referee2ID.fl_str_mv |
CPF:04752224909 |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4298401J5 |
dc.contributor.referee3.fl_str_mv |
Cartaxo, Simone Regina Manosso |
dc.contributor.referee3ID.fl_str_mv |
CPF:71349197904 |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4282024T0 |
dc.contributor.authorID.fl_str_mv |
CPF:06614113976 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4278840E8 |
dc.contributor.author.fl_str_mv |
Clock, Lizie Mendes |
contributor_str_mv |
Baccon, Ana Lúcia Pereira Brandt, Célia Finck Lucas, Lucken Bueno Cartaxo, Simone Regina Manosso |
dc.subject.por.fl_str_mv |
escola percepção de professores educação em valores |
topic |
escola percepção de professores educação em valores school teachers’ perception values education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
school teachers’ perception values education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to analyze the conceptions of the state school teachers of the city of Ponta Grossa, Paraná, Brazil, regarding education in building values. The research started from the premise that it is necessary to understand the conceptions that teachers have, as the teaching profession is a social practice, set in a cultural process, historically produced, and the school is a suitable environment for educating students in a democratic society; besides being responsible for the socialization of knowledge. Thus, this study intends to seek contributions from the teachers' conceptions to understand the role they play in school, trying to identify if they recognize their role in the values education and recognize the school as a privileged environment for building values. This is a research developed in a qualitative perspective (CRESWELL, 2014) with teachers of six state schools of the city of Ponta Grossa - PR. Data collection took place in two stages: the first with a questionnaire (N = 51), and the second by carrying out semi-structured interviews (N = 6). Data were analyzed using content analysis (BARDIN, 2011). For the theoretical research framework, we have chosen authors that deal with education and values, as Serrano (2002), Delval (2010), Araújo and Puig (2007), Imbernón (2011) and Gallo (2012). In addition, we situated the research in the historical time of contemporaneity, supported by Cambi (1999). Research results show that the majority of teachers who were surveyed believe that the school might even be a place to educate in values, but the educational institution is performing this function because the family would not be performing its role. There is no great emphasis on school as a privileged environment in order the education in values materializes, according to the surveyed teachers. We also noticed that only one teacher is responsible for the education of values, as a conscious attitude. Most teachers develop this role in relation to values as a passive attitude, which was delegated a demand to them that they judge it is not theirs. It was noticed, with the completion of the investigation, that education in the construction of values does not materialize in only one body. We believe that it materializes when the school reflects on its aims, considering the integral education of the student as one of its purposes, the teacher reviews his/her posture and practices, admitting to him/herself that his/her role favors the constitution of the individual; and the definition of values, here rethought due to a larger context, the society, not as innate or simple internalization but as affective construction of individuals throughout their lives. |
publishDate |
2016 |
dc.date.available.fl_str_mv |
2016-03-31 2017-07-21T20:31:27Z |
dc.date.issued.fl_str_mv |
2016-03-01 |
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2017-07-21T20:31:27Z |
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CLOCK, Lizie Mendes. Education in building values: after all, what do teachers think?. 2016. 128 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2016. |
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http://tede2.uepg.br/jspui/handle/prefix/1198 |
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CLOCK, Lizie Mendes. Education in building values: after all, what do teachers think?. 2016. 128 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2016. |
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