A pesquisa como prática docente universitária

• Autor(a) principal: Silva, Elsieni Coelho da
• Data de Publicação: 2013
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000009q7n
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/3386
• topic: Docência universitária; Pesquisa e formação de professores; Licenciatura; University teaching; Research and teacher education; Llicentiate degree; CIENCIAS HUMANAS::EDUCACAO

This study deals with pedagogical practices carried out in academic licentiate degree course at Universidade Federal de Uberlandia (UFU), Minas Gerais state. It follows the research line Teaching Education and Professionalization linked to the Faculdade de Educação at Universidade Federal de Goiás, Goiás state. As a way of recognizing the current relevance of its theme, this thesis attempts at outlining new conceptions of research in teacher education as a possibility of changing the current conceptions of research as an educative practice. Its overall aim is to identify, to understand and to analyze conceptions of research put into evidence by motivations, meanings and goals that licentiate degree course’s professors ascribe to the research role in their educative practice to train teachers. Specifically, its aims include: identifying and analyzing research conceptions in these professors’ teaching background, their educative practices’ historicity, dynamics, contradictions, and contextualization in the light of the relationship among educator, student and their subject-matters; analyzing a dialectical move permeating those practices in relation to the research conceptions identified in these professors’ teaching background; and, finally, presenting new conceptions of the research role in teacher academic training. The starting point for doing so is the following question: what features characterize those professors’ teaching practices based on the research as an educative tool that they develop in licentiate degree courses considering the relationship among professor, student and subject-matter? Answering such question has required making an initial revision of teacher-as-researcher theoretical concept (STENHOUSE, 1987; ELLIOTT, 1998) and of ideas which relate research to teacher education (FREIRE, 1981a; 1981b; 1996; DEMO, 1998; 2000; SEVERINO, 2009), respectively. Fieldwork data came from semi-structured interviews (LÜDKE; ANDRÉ, 1986) with professors from each licentiate degree course at UFU carried out as a case study (ANDRÉ, 2008) and following the dialectical materialism approach (FRIGOTTO, 2006; GAMBOA, 2006). Results were grouped in three conceptions of research in teacher education: research as daily attitude; research as systematization of knowledge making; and research as making of didactic resources.