Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de Filosofia
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2042 |
Resumo: | In this research, we investigate the possibilities of teacher‘s formation in the Philosophy's PIBID (Institutional Scholarship Program for Teaching Initiation) at Federal University of Mato Grosso from 2010 to 2016. This Program is an initiative from the Federal Government to improve the Higher Education of Elementary and Middle School teachers. It aims to stimulate teachers education through the integration between theory and practice, as well as between university and public school. The thesis was focused on an investigation of possible actions in the PIBID that encourage teaching practices and, specifically, creative (transcreative) practices that contribute to the education of philosophy teachers. Understanding education and formation as a process of creation, we immerse ourselves in the philosophy of difference that refuses to think from the classical philosophy of representation, which judges and evaluates the reality through identity, dogmatic, and immutable models, and therefore, understands that Thinking is to recognize and represent from an intelligible, perfect model. Breaking up with the classical philosophy of representation, it will stimulate the thought to detach itself from a function of mere recognition and activate it as a creative force. From Deleuze, who conceives Philosophy as a producer of concepts, teaching is thought as becoming a creative process, searching resonances in Haroldo de Campos (2013), who deals with the literary translation‘s theory as a creative process (transcreation), and from Sandra Mara Corazza (2013, 2015), who takes the didactics of translation into transcreation as an act of pedagogical creation. From these references, we think of formation from the perspective of becoming, from the creative intensities that throw the thought into an insurgent adventure of creating new worlds, ways of being and acting. We perceived that practices such as planning meetings, diagnosis of school context, teaching methodology, cultural-philosophicalpedagogical formation, didactic projects, observations and interventions in the classroom, participation and presentation of works in events, and a minor formation are actions of the Philosophy's PIBID that stimulated transcreative practices, overcoming traditional pedagogies, and offering a heterogeneity of knowledge in the curriculum of teacher's formation. Deleuze's notion of Procedure guided us in the document's analysis (annual reports), in PIBID productions, as well as in the bibliographical research that approached the theoretical reference on formation, translation/transcreation, philosophy of difference and PIBID, investigating Program's possibility to contribute to the teacher's formation under the lens of the knowledge‘s creation. |
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Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de FilosofiaPIBIDFormação de professores de FilosofiaFilosofia da diferençaDeleuzeCriação - TranscriaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOPIBIDPhilosophy teacher's formationPhilosophy of differenceDeleuzeCreation - TranscreationIn this research, we investigate the possibilities of teacher‘s formation in the Philosophy's PIBID (Institutional Scholarship Program for Teaching Initiation) at Federal University of Mato Grosso from 2010 to 2016. This Program is an initiative from the Federal Government to improve the Higher Education of Elementary and Middle School teachers. It aims to stimulate teachers education through the integration between theory and practice, as well as between university and public school. The thesis was focused on an investigation of possible actions in the PIBID that encourage teaching practices and, specifically, creative (transcreative) practices that contribute to the education of philosophy teachers. Understanding education and formation as a process of creation, we immerse ourselves in the philosophy of difference that refuses to think from the classical philosophy of representation, which judges and evaluates the reality through identity, dogmatic, and immutable models, and therefore, understands that Thinking is to recognize and represent from an intelligible, perfect model. Breaking up with the classical philosophy of representation, it will stimulate the thought to detach itself from a function of mere recognition and activate it as a creative force. From Deleuze, who conceives Philosophy as a producer of concepts, teaching is thought as becoming a creative process, searching resonances in Haroldo de Campos (2013), who deals with the literary translation‘s theory as a creative process (transcreation), and from Sandra Mara Corazza (2013, 2015), who takes the didactics of translation into transcreation as an act of pedagogical creation. From these references, we think of formation from the perspective of becoming, from the creative intensities that throw the thought into an insurgent adventure of creating new worlds, ways of being and acting. We perceived that practices such as planning meetings, diagnosis of school context, teaching methodology, cultural-philosophicalpedagogical formation, didactic projects, observations and interventions in the classroom, participation and presentation of works in events, and a minor formation are actions of the Philosophy's PIBID that stimulated transcreative practices, overcoming traditional pedagogies, and offering a heterogeneity of knowledge in the curriculum of teacher's formation. Deleuze's notion of Procedure guided us in the document's analysis (annual reports), in PIBID productions, as well as in the bibliographical research that approached the theoretical reference on formation, translation/transcreation, philosophy of difference and PIBID, investigating Program's possibility to contribute to the teacher's formation under the lens of the knowledge‘s creation.Nesta pesquisa nós investigamos as possibilidades de formação do professor no PIBID (Programa Institucional de Bolsa de Iniciação à Docência) Filosofia da UFMT nos anos de 2010 a 2016. Esse Programa é uma iniciativa do Governo Federal para o aperfeiçoamento e a valorização da formação de professores em nível superior para a Educação Básica. Visa incentivar a formação de docentes através da integração entre teoria e prática, entre universidade e escola pública. A dissertação objetivou investigar possíveis ações que no PIBID incentivam a docência e, especificamente, práticas criadoras (transcriadoras) que contribuam para a formação do professor de filosofia. Entendendo a educação e a formação como processo de criação, mergulhamos na filosofia da diferença que se recusa a pensar a partir da filosofia clássica da representação, que julga e avalia a realidade por meio de modelos identitários, dogmáticos, imutáveis e, portanto, entende que pensar é reconhecer e representar a partir de um modelo inteligível, perfeito. Romper com isso estimulará o pensamento a se desprender de uma função de mero reconhecimento e ativá-lo como força criadora. A partir de Deleuze, que concebe a Filosofia como produtora de conceitos, a docência é pensada como devir criador, e procura ressonâncias em Haroldo de Campos (2013), que versa sobre a teoria da tradução literária como processo criador (transcriação), e em Sandra Mara Corazza (2013, 2015), que toma a didática da tradução em transcriação como ato de criação pedagógica. Por esses referenciais, pensamos a formação pela ótica do devir, das intensidades criadoras que lançam o pensamento em uma aventura insurgente de criação de novos mundos, de formas de ser e agir. Percebemos que práticas como as reuniões de planejamento, o diagnóstico do contexto escolar, a metodologia de ensino, a formação cultural-filosófico-pedagógica, os projetos didáticos, as observações e intervenções em sala, a participação e apresentação de trabalhos em eventos e uma formação menor são ações do PIBID-Filosofia que estimularam práticas transcriadoras, ao superar pedagogias tradicionais, e ao oferecer uma heterogeneidade de saberes no currículo, na formação docente. A noção de Procedimento, em Deleuze, nos guiou na análise documental (relatórios anuais), nas produções do PIBID, assim como na pesquisa bibliográfica que abordou o referencial teórico sobre formação, tradução/transcriação, filosofia da diferença e PIBID, investigando a possibilidade do Programa contribuir na formação docente sobre ótica da criação do conhecimento.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMonteiro, Silas Borgeshttp://lattes.cnpq.br/1235153651563231Monteiro, Silas Borges028.944.928-63http://lattes.cnpq.br/1235153651563231Leite, José Carlos005.636.858-59http://lattes.cnpq.br/8162237062073092028.944.928-63Wogel, Livio dos Santos005.636.858-59http://lattes.cnpq.br/8161761372170192Melo, Domingos Sávio Duarte2020-03-17T12:21:41Z2017-05-042020-03-17T12:21:41Z2017-04-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMELO, Domingos Sávio Duarte. Possibilidades formativas no PIBID-UFMT: investigando práticas transcriadoras na formação do professor de Filosofia. 2017. 232 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017.http://ri.ufmt.br/handle/1/2042porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2020-03-21T07:02:57Zoai:localhost:1/2042Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2020-03-21T07:02:57Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de Filosofia |
title |
Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de Filosofia |
spellingShingle |
Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de Filosofia Melo, Domingos Sávio Duarte PIBID Formação de professores de Filosofia Filosofia da diferença Deleuze Criação - Transcriação CNPQ::CIENCIAS HUMANAS::EDUCACAO PIBID Philosophy teacher's formation Philosophy of difference Deleuze Creation - Transcreation |
title_short |
Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de Filosofia |
title_full |
Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de Filosofia |
title_fullStr |
Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de Filosofia |
title_full_unstemmed |
Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de Filosofia |
title_sort |
Possibilidades formativas no PIBID-UFMT : investigando práticas transcriadoras na formação do professor de Filosofia |
author |
Melo, Domingos Sávio Duarte |
author_facet |
Melo, Domingos Sávio Duarte |
author_role |
author |
dc.contributor.none.fl_str_mv |
Monteiro, Silas Borges http://lattes.cnpq.br/1235153651563231 Monteiro, Silas Borges 028.944.928-63 http://lattes.cnpq.br/1235153651563231 Leite, José Carlos 005.636.858-59 http://lattes.cnpq.br/8162237062073092 028.944.928-63 Wogel, Livio dos Santos 005.636.858-59 http://lattes.cnpq.br/8161761372170192 |
dc.contributor.author.fl_str_mv |
Melo, Domingos Sávio Duarte |
dc.subject.por.fl_str_mv |
PIBID Formação de professores de Filosofia Filosofia da diferença Deleuze Criação - Transcriação CNPQ::CIENCIAS HUMANAS::EDUCACAO PIBID Philosophy teacher's formation Philosophy of difference Deleuze Creation - Transcreation |
topic |
PIBID Formação de professores de Filosofia Filosofia da diferença Deleuze Criação - Transcriação CNPQ::CIENCIAS HUMANAS::EDUCACAO PIBID Philosophy teacher's formation Philosophy of difference Deleuze Creation - Transcreation |
description |
In this research, we investigate the possibilities of teacher‘s formation in the Philosophy's PIBID (Institutional Scholarship Program for Teaching Initiation) at Federal University of Mato Grosso from 2010 to 2016. This Program is an initiative from the Federal Government to improve the Higher Education of Elementary and Middle School teachers. It aims to stimulate teachers education through the integration between theory and practice, as well as between university and public school. The thesis was focused on an investigation of possible actions in the PIBID that encourage teaching practices and, specifically, creative (transcreative) practices that contribute to the education of philosophy teachers. Understanding education and formation as a process of creation, we immerse ourselves in the philosophy of difference that refuses to think from the classical philosophy of representation, which judges and evaluates the reality through identity, dogmatic, and immutable models, and therefore, understands that Thinking is to recognize and represent from an intelligible, perfect model. Breaking up with the classical philosophy of representation, it will stimulate the thought to detach itself from a function of mere recognition and activate it as a creative force. From Deleuze, who conceives Philosophy as a producer of concepts, teaching is thought as becoming a creative process, searching resonances in Haroldo de Campos (2013), who deals with the literary translation‘s theory as a creative process (transcreation), and from Sandra Mara Corazza (2013, 2015), who takes the didactics of translation into transcreation as an act of pedagogical creation. From these references, we think of formation from the perspective of becoming, from the creative intensities that throw the thought into an insurgent adventure of creating new worlds, ways of being and acting. We perceived that practices such as planning meetings, diagnosis of school context, teaching methodology, cultural-philosophicalpedagogical formation, didactic projects, observations and interventions in the classroom, participation and presentation of works in events, and a minor formation are actions of the Philosophy's PIBID that stimulated transcreative practices, overcoming traditional pedagogies, and offering a heterogeneity of knowledge in the curriculum of teacher's formation. Deleuze's notion of Procedure guided us in the document's analysis (annual reports), in PIBID productions, as well as in the bibliographical research that approached the theoretical reference on formation, translation/transcreation, philosophy of difference and PIBID, investigating Program's possibility to contribute to the teacher's formation under the lens of the knowledge‘s creation. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-04 2017-04-19 2020-03-17T12:21:41Z 2020-03-17T12:21:41Z |
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.uri.fl_str_mv |
MELO, Domingos Sávio Duarte. Possibilidades formativas no PIBID-UFMT: investigando práticas transcriadoras na formação do professor de Filosofia. 2017. 232 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017. http://ri.ufmt.br/handle/1/2042 |
identifier_str_mv |
MELO, Domingos Sávio Duarte. Possibilidades formativas no PIBID-UFMT: investigando práticas transcriadoras na formação do professor de Filosofia. 2017. 232 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017. |
url |
http://ri.ufmt.br/handle/1/2042 |
dc.language.iso.fl_str_mv |
por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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