O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/4074 |
Resumo: | This Master's Dissertation is part of the Research Group “School, Curriculum and Teacher Training”, of the Graduate Program in Education at the Federal University of Maranhão. We analyzed the training of teachers in the perspective of interdisciplinarity developed in the Interdisciplinary Degree Course in Human Sciences to support teaching practice. The methodological approach that guides this study is qualitative, as it allows an interpretative analysis, involving the multiple determinations of the investigated object and allows the understanding of the phenomena from the perception of the investigated subjects, fundamental to understand the process of teaching practice towards Interdisciplinarity relying on Severino (1995), Bogdan and Biklen (1994), Minayo (2010), and others. The data collection techniques and instruments applied were bibliographic and documentary research, followed by field observation and semi-structured interviews with teachers, students and coordinator of the Interdisciplinary Degree Course in Human Sciences / Campus Imperatriz. The research consisted of 10 teachers, one of whom was the Course Coordinator and 09 students from the final periods, totaling 19 subjects surveyed and the categories of analysis were: Teacher training and Interdisciplinarity. The theoretical basis we supported was the work of Saviani, 2009, Tanuri (2000, Kuenzer (1999, Freitas (2014), Tardif, Lessard and Gauthier (2002), Ghedin (2002), Gómez (1995, Schõn (1995) Diniz -Pereira (2007; 2014): Lenoir (2006), Gusdorf (2006), Klein (1998), Japiassu (1976), Fazenda (2011), among other scholars of these themes, in addition to analyzing documents such as laws, the Pedagogical Political Project Course and Course Regulations. According to the analyzes, it was found that the concept of teacher training developed in the Interdisciplinary Degree Course in Human Sciences - Campus de Imperatriz revealed to be largely directed to the model of technical rationality, which gives the teacher the execution of tasks by technical and instrumental means in achieving results. On the other hand, there was also a coexistence with the concept of critical education, aligned with the critical rationality model, which presents a reflexive perspective of educational processes and their teaching practice. We note that although teachers and students consider Interdisciplinarity as a need to obtain broader knowledge and as a dialogue between different areas of knowledge, we note that the individualized process of their teaching practice has hindered the development of Interdisciplinarity in teaching practice. In this sense, they recognize the importance of the collective planning and seek to create efforts so that this practice can occur in the teaching- learning process. Thus, it is necessary to recognize that the development of Interdisciplinary actions implies collective practice, the basis of which is centered on the critical dimension of teacher education. Therefore, teachers and students, when understanding Interdisciplinarity as a possibility to rescue a broader formation, it is necessary to break with the established individualism. |
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MELO, Maria Alicehttp://lattes.cnpq.br/8175989249772475MELO, Maria Alicehttp://lattes.cnpq.br/8175989249772475SANTOS, Sandra Regina Rodrigues doshttp://lattes.cnpq.br/6057206547897855MORAES, Lélia Cristina Silveira dehttp://lattes.cnpq.br/0326760034146239NASCIMENTO, Ilma Vieira dohttp://lattes.cnpq.br/3656084853145099http://lattes.cnpq.br/2849759799301250PINTO, Josenilde Meireles2022-09-06T18:44:12Z2020-06-30PINTO, Josenilde Meireles. O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores. 2020. 157 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís.https://tedebc.ufma.br/jspui/handle/tede/tede/4074This Master's Dissertation is part of the Research Group “School, Curriculum and Teacher Training”, of the Graduate Program in Education at the Federal University of Maranhão. We analyzed the training of teachers in the perspective of interdisciplinarity developed in the Interdisciplinary Degree Course in Human Sciences to support teaching practice. The methodological approach that guides this study is qualitative, as it allows an interpretative analysis, involving the multiple determinations of the investigated object and allows the understanding of the phenomena from the perception of the investigated subjects, fundamental to understand the process of teaching practice towards Interdisciplinarity relying on Severino (1995), Bogdan and Biklen (1994), Minayo (2010), and others. The data collection techniques and instruments applied were bibliographic and documentary research, followed by field observation and semi-structured interviews with teachers, students and coordinator of the Interdisciplinary Degree Course in Human Sciences / Campus Imperatriz. The research consisted of 10 teachers, one of whom was the Course Coordinator and 09 students from the final periods, totaling 19 subjects surveyed and the categories of analysis were: Teacher training and Interdisciplinarity. The theoretical basis we supported was the work of Saviani, 2009, Tanuri (2000, Kuenzer (1999, Freitas (2014), Tardif, Lessard and Gauthier (2002), Ghedin (2002), Gómez (1995, Schõn (1995) Diniz -Pereira (2007; 2014): Lenoir (2006), Gusdorf (2006), Klein (1998), Japiassu (1976), Fazenda (2011), among other scholars of these themes, in addition to analyzing documents such as laws, the Pedagogical Political Project Course and Course Regulations. According to the analyzes, it was found that the concept of teacher training developed in the Interdisciplinary Degree Course in Human Sciences - Campus de Imperatriz revealed to be largely directed to the model of technical rationality, which gives the teacher the execution of tasks by technical and instrumental means in achieving results. On the other hand, there was also a coexistence with the concept of critical education, aligned with the critical rationality model, which presents a reflexive perspective of educational processes and their teaching practice. We note that although teachers and students consider Interdisciplinarity as a need to obtain broader knowledge and as a dialogue between different areas of knowledge, we note that the individualized process of their teaching practice has hindered the development of Interdisciplinarity in teaching practice. In this sense, they recognize the importance of the collective planning and seek to create efforts so that this practice can occur in the teaching- learning process. Thus, it is necessary to recognize that the development of Interdisciplinary actions implies collective practice, the basis of which is centered on the critical dimension of teacher education. Therefore, teachers and students, when understanding Interdisciplinarity as a possibility to rescue a broader formation, it is necessary to break with the established individualism.A presente Dissertação de Mestrado integra o Grupo de Pesquisa “Escola, Currículo e Formação Docente”, do Programa de Pós-Graduação em Educação da Universidade Federal do Maranhão. Analisamos a formação de professores na perspectiva da interdisciplinaridade desenvolvida no Curso de Licenciatura Interdisciplinar em Ciências Humanas para subsidiar a prática docente. A abordagem metodológica que orienta este estudo é a qualitativa, por possibilitar uma análise interpretativa, envolvendo as múltiplas determinações do objeto investigado e permitir a compreensão dos fenômenos a partir da percepção dos sujeitos investigados, fundamental para compreender o processo da prática docente em direção da Interdisciplinaridade apoiando-nos em Severino (1995), Bogdan e Biklen (1994), Minayo (2010), e outros. As técnicas e instrumentos de coleta de dados aplicados foram à pesquisa bibliográfica e documental, seguida de observação em campo e entrevista semiestruturada aos docentes, discentes e coordenador do Curso de Licenciatura Interdisciplinar em Ciências Humanas / Campus Imperatriz. A pesquisa foi composta por10 professores, sendo um deles, o Coordenador do curso e 09 alunos dos períodos finais, totalizando 19 sujeitos pesquisados e as categorias de análise foram: Formação de professores e Interdisciplinaridade. A fundamentação teórica que nos sustentamos foram os trabalhos de Saviani (2009), Tanuri (2000), Kuenzer (1999), Freitas (2014), Tardif, Lessard e Gauthier (2002), Ghedin (2002), Gómez (1995), Schõn (1995) Diniz-Pereira (2007; 2014): Lenoir (2006), Gusdorf (2006), Klein (1998), Japiassu (1976), Fazenda (2011), entre outros estudiosos das referidas temáticas, além de analisarmos documentos como leis, Projeto Político Pedagógico do Curso e regulamentos relacionados ao Curso. De acordo com as análises, constatou-se que a concepção de formação de professores desenvolvida no Curso de Licenciatura Interdisciplinar em Ciências Humanas – Campus de Imperatriz se revelou em grande parte direcionada ao modelo da racionalidade técnica, que confere ao professor a execução de tarefas por meios técnicos e instrumentais no alcance de resultados. Por outro lado, verificou-se também a convivência com a concepção de formação crítica, alinhado com o modelo da racionalidade crítica, que apresenta uma perspectiva reflexiva dos processos educacionais e de sua prática docente. Notamos que embora os professores e os alunos considerem a Interdisciplinaridade como necessidade para obtenção do conhecimento mais amplo e como diálogo entre as diferentes áreas do conhecimento, notamos que o processo individualizado de sua prática docente tem dificultado o desenvolvimento da Interdisciplinaridade na prática docente. Nessa direção, reconhecem a importância do planejamento coletivo e buscam criar esforços para que essa prática possa ocorrer no processo de ensino-aprendizagem. Desde modo, é necessário reconhecer que o desenvolvimento de ações Interdisciplinares implica prática coletiva, cuja base está centrada na dimensão crítica de formação de professores. Portanto, professores e alunos ao compreender a Interdisciplinaridade como possibilidade de resgatar uma formação mais ampla faz necessário romper com o individualismo estabelecido.Submitted by Jonathan Sousa de Almeida (jonathan.sousa@ufma.br) on 2022-09-06T18:44:12Z No. of bitstreams: 1 JOSENILDEMEIRELESPINTO.pdf: 1222261 bytes, checksum: 325572fb7462974593a809abc0949d00 (MD5)Made available in DSpace on 2022-09-06T18:44:12Z (GMT). No. of bitstreams: 1 JOSENILDEMEIRELESPINTO.pdf: 1222261 bytes, checksum: 325572fb7462974593a809abc0949d00 (MD5) Previous issue date: 2020-06-30FAPEMAapplication/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSOUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOformação de professores;interdisciplinaridade;licenciatura interdisciplinar.processor training;interdisciplinarity;interdisciplinary degree.Ensino-AprendizagemCiências HumanasO curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professoresThe interdisciplinary undergraduate course in humanities / Imperatriz Campus: interdisciplinarity in teacher educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALJOSENILDEMEIRELESPINTO.pdfJOSENILDEMEIRELESPINTO.pdfapplication/pdf1222261http://tedebc.ufma.br:8080/bitstream/tede/4074/2/JOSENILDEMEIRELESPINTO.pdf325572fb7462974593a809abc0949d00MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/4074/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/40742022-09-06 15:44:12.408oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312022-09-06T18:44:12Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores |
dc.title.alternative.eng.fl_str_mv |
The interdisciplinary undergraduate course in humanities / Imperatriz Campus: interdisciplinarity in teacher education |
title |
O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores |
spellingShingle |
O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores PINTO, Josenilde Meireles formação de professores; interdisciplinaridade; licenciatura interdisciplinar. processor training; interdisciplinarity; interdisciplinary degree. Ensino-Aprendizagem Ciências Humanas |
title_short |
O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores |
title_full |
O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores |
title_fullStr |
O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores |
title_full_unstemmed |
O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores |
title_sort |
O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores |
author |
PINTO, Josenilde Meireles |
author_facet |
PINTO, Josenilde Meireles |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
MELO, Maria Alice |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8175989249772475 |
dc.contributor.referee1.fl_str_mv |
MELO, Maria Alice |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8175989249772475 |
dc.contributor.referee2.fl_str_mv |
SANTOS, Sandra Regina Rodrigues dos |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6057206547897855 |
dc.contributor.referee3.fl_str_mv |
MORAES, Lélia Cristina Silveira de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0326760034146239 |
dc.contributor.referee4.fl_str_mv |
NASCIMENTO, Ilma Vieira do |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3656084853145099 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2849759799301250 |
dc.contributor.author.fl_str_mv |
PINTO, Josenilde Meireles |
contributor_str_mv |
MELO, Maria Alice MELO, Maria Alice SANTOS, Sandra Regina Rodrigues dos MORAES, Lélia Cristina Silveira de NASCIMENTO, Ilma Vieira do |
dc.subject.por.fl_str_mv |
formação de professores; interdisciplinaridade; licenciatura interdisciplinar. |
topic |
formação de professores; interdisciplinaridade; licenciatura interdisciplinar. processor training; interdisciplinarity; interdisciplinary degree. Ensino-Aprendizagem Ciências Humanas |
dc.subject.eng.fl_str_mv |
processor training; interdisciplinarity; interdisciplinary degree. |
dc.subject.cnpq.fl_str_mv |
Ensino-Aprendizagem Ciências Humanas |
description |
This Master's Dissertation is part of the Research Group “School, Curriculum and Teacher Training”, of the Graduate Program in Education at the Federal University of Maranhão. We analyzed the training of teachers in the perspective of interdisciplinarity developed in the Interdisciplinary Degree Course in Human Sciences to support teaching practice. The methodological approach that guides this study is qualitative, as it allows an interpretative analysis, involving the multiple determinations of the investigated object and allows the understanding of the phenomena from the perception of the investigated subjects, fundamental to understand the process of teaching practice towards Interdisciplinarity relying on Severino (1995), Bogdan and Biklen (1994), Minayo (2010), and others. The data collection techniques and instruments applied were bibliographic and documentary research, followed by field observation and semi-structured interviews with teachers, students and coordinator of the Interdisciplinary Degree Course in Human Sciences / Campus Imperatriz. The research consisted of 10 teachers, one of whom was the Course Coordinator and 09 students from the final periods, totaling 19 subjects surveyed and the categories of analysis were: Teacher training and Interdisciplinarity. The theoretical basis we supported was the work of Saviani, 2009, Tanuri (2000, Kuenzer (1999, Freitas (2014), Tardif, Lessard and Gauthier (2002), Ghedin (2002), Gómez (1995, Schõn (1995) Diniz -Pereira (2007; 2014): Lenoir (2006), Gusdorf (2006), Klein (1998), Japiassu (1976), Fazenda (2011), among other scholars of these themes, in addition to analyzing documents such as laws, the Pedagogical Political Project Course and Course Regulations. According to the analyzes, it was found that the concept of teacher training developed in the Interdisciplinary Degree Course in Human Sciences - Campus de Imperatriz revealed to be largely directed to the model of technical rationality, which gives the teacher the execution of tasks by technical and instrumental means in achieving results. On the other hand, there was also a coexistence with the concept of critical education, aligned with the critical rationality model, which presents a reflexive perspective of educational processes and their teaching practice. We note that although teachers and students consider Interdisciplinarity as a need to obtain broader knowledge and as a dialogue between different areas of knowledge, we note that the individualized process of their teaching practice has hindered the development of Interdisciplinarity in teaching practice. In this sense, they recognize the importance of the collective planning and seek to create efforts so that this practice can occur in the teaching- learning process. Thus, it is necessary to recognize that the development of Interdisciplinary actions implies collective practice, the basis of which is centered on the critical dimension of teacher education. Therefore, teachers and students, when understanding Interdisciplinarity as a possibility to rescue a broader formation, it is necessary to break with the established individualism. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-06-30 |
dc.date.accessioned.fl_str_mv |
2022-09-06T18:44:12Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
PINTO, Josenilde Meireles. O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores. 2020. 157 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/4074 |
identifier_str_mv |
PINTO, Josenilde Meireles. O curso de licenciatura interdisciplinar em ciências humanas/Campus de Imperatriz: a interdisciplinaridade na formação de professores. 2020. 157 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/4074 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.publisher.program.fl_str_mv |
PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO |
dc.publisher.initials.fl_str_mv |
UFMA |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO |
publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFMA instname:Universidade Federal do Maranhão (UFMA) instacron:UFMA |
instname_str |
Universidade Federal do Maranhão (UFMA) |
instacron_str |
UFMA |
institution |
UFMA |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFMA |
collection |
Biblioteca Digital de Teses e Dissertações da UFMA |
bitstream.url.fl_str_mv |
http://tedebc.ufma.br:8080/bitstream/tede/4074/2/JOSENILDEMEIRELESPINTO.pdf http://tedebc.ufma.br:8080/bitstream/tede/4074/1/license.txt |
bitstream.checksum.fl_str_mv |
325572fb7462974593a809abc0949d00 97eeade1fce43278e63fe063657f8083 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA) |
repository.mail.fl_str_mv |
repositorio@ufma.br||repositorio@ufma.br |
_version_ |
1809926206437457920 |