Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinar
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2222 |
Resumo: | The present thesis is part of the discussions about teacher training with emphasis on the initial training phase. It has as its central theme the training processes of the undergraduates, within the new contexts which outline Degree Courses in the Federal Institutes of Education, Science and Technology (IFs) and is structured from the central question: how do the undergraduates conceive and construct meanings about “being a teacher” in the initial training process in the context of a degree course in the Federal Institute of Mato Grosso (IFMT) and how they perceive and understand these training experiences in their process of teacher identity construction? The main aim of the research lies in understanding how the undergraduates of the IF Physics course from Pontes e Lacerda conceive/understand the idea of becoming teachers throughout their training – to be a teacher – and which constructs/knowledge manifest on the action of teaching in the process of becoming a teacher. The theoretical bases which give support to the research work are structured in discussions about teacher training, emphasizing the initial training, as well as discussions about teachers professional identities, comprised in the continued processes of teachers’ professional development. The theoretical-methodological option which guides the research is based on the presuppositions of the narrative inquiry. For the composition of the field texts, which taken together makes the narrative of each participant, a group of discussions and reflections was set up, in which the undergraduates had the opportunity to tell their stories about their experiences lived in the initial training, which prompted questions, discussions and reflections. The process of interpretation and analysis of field texts was built from the perspective of “composition of the senses”. The results of the research point to reflections on the complex, continuous and multidimensional training process that shows the sense composition about being and becoming a teacher, constituted along the experience of initial training. They also point to the tensions, resistances and conflicts which marked the initial process of construction of professional identities of the undergraduates and, in this movement the experience of Supervised Curriculum Stages gains prominence. They are learnings which mark the sense fields constructed and narrated by the undergraduates from their training experiences: the domain of the specific content, as well as other necessary knowledge for teaching; the need to think didactically the scientific knowledge in such a way that they can be transformed into “teachable” knowledge; the teacher’s role in mediating the learning process; time and class management and the “domain of the classroom”; the relationship between teacher and student marked by the care the teacher should have towards students; the search for experimental classes as a teaching strategy and the demystification of the subject Physics. |
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Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinarLicenciaturas nos Institutos FederaisFormação inicial de professoresDesenvolvimento profissional docentePesquisa narrativaCNPQ::CIENCIAS HUMANAS::EDUCACAODegrees in the Federal InstitutesInitial teacher trainingTeacher professional developmentNarrative researchThe present thesis is part of the discussions about teacher training with emphasis on the initial training phase. It has as its central theme the training processes of the undergraduates, within the new contexts which outline Degree Courses in the Federal Institutes of Education, Science and Technology (IFs) and is structured from the central question: how do the undergraduates conceive and construct meanings about “being a teacher” in the initial training process in the context of a degree course in the Federal Institute of Mato Grosso (IFMT) and how they perceive and understand these training experiences in their process of teacher identity construction? The main aim of the research lies in understanding how the undergraduates of the IF Physics course from Pontes e Lacerda conceive/understand the idea of becoming teachers throughout their training – to be a teacher – and which constructs/knowledge manifest on the action of teaching in the process of becoming a teacher. The theoretical bases which give support to the research work are structured in discussions about teacher training, emphasizing the initial training, as well as discussions about teachers professional identities, comprised in the continued processes of teachers’ professional development. The theoretical-methodological option which guides the research is based on the presuppositions of the narrative inquiry. For the composition of the field texts, which taken together makes the narrative of each participant, a group of discussions and reflections was set up, in which the undergraduates had the opportunity to tell their stories about their experiences lived in the initial training, which prompted questions, discussions and reflections. The process of interpretation and analysis of field texts was built from the perspective of “composition of the senses”. The results of the research point to reflections on the complex, continuous and multidimensional training process that shows the sense composition about being and becoming a teacher, constituted along the experience of initial training. They also point to the tensions, resistances and conflicts which marked the initial process of construction of professional identities of the undergraduates and, in this movement the experience of Supervised Curriculum Stages gains prominence. They are learnings which mark the sense fields constructed and narrated by the undergraduates from their training experiences: the domain of the specific content, as well as other necessary knowledge for teaching; the need to think didactically the scientific knowledge in such a way that they can be transformed into “teachable” knowledge; the teacher’s role in mediating the learning process; time and class management and the “domain of the classroom”; the relationship between teacher and student marked by the care the teacher should have towards students; the search for experimental classes as a teaching strategy and the demystification of the subject Physics.A presente tese insere-se nas discussões sobre formação de professores com destaque para a etapa da formação inicial. Toma como temática central os processos formativos de licenciandos, inseridos nos novos contextos que demarcam as Licenciaturas nos Institutos Federais de Educação, Ciência e Tecnologia (IFs) e estrutura-se a partir da questão central: como os licenciandos experienciam, concebem e constroem sentidos sobre o ser professor no processo de formação inicial no contexto de um curso de licenciatura no Instituto Federal de Mato Grosso (IFMT) e como percebem e compreendem essas experiências formativas em seu processo de constituição identitária docente? O objetivo maior da pesquisa encontra-se em compreender como os licenciandos do curso de Física do IF de Pontes e Lacerda concebem/compreendem como se constituem professores ao longo da formação – ser professor – e que construções/conhecimentos manifestam sobre a ação de ensinar no processo de formar-se professor. As bases teóricas que dão sustentação ao trabalho de pesquisa se estruturam nas discussões sobre formação de professores, com ênfase para a formação inicial, bem como em discussões sobre as identidades profissionais docentes, compreendidas nos processos contínuos de desenvolvimento profissional docente. A opção teórico-metodológica que orienta a pesquisa se pauta nos pressupostos da pesquisa narrativa. Para a composição dos textos de campo, que tomados em seu conjunto compõe a narrativa de cada participante, foi estabelecido um grupo de discussões e reflexões, em que os licenciandos tiveram a oportunidade de contar suas histórias sobre as experiências vivenciadas na formação inicial e, a partir dessas histórias, foram encaminhadas as indagações, discussões e reflexões. O processo de interpretação e análise dos textos de campo foi construído a partir da perspectiva da “composição de sentidos”. Os resultados da pesquisa apontam para reflexões sobre o complexo, contínuo e multidimensional processo formativo que evidenciam a composição de sentidos sobre o ser e o tornar-se professor, constituídos ao longo da experiência da formação inicial. Apontam também para as tensões, resistências e conflitos que demarcaram o processo inicial de construção das identidades profissionais dos licenciandos e, nesse movimento, a vivência dos Estágios Curriculares Supervisionados ganha destaque. São aprendizagens que demarcam o campo dos sentidos construídos e narrados pelos licenciandos a partir de suas experiências formativas: o domínio do conteúdo específico, bem como de outros conhecimentos necessários à docência; a necessidade de se pensar didaticamente os conhecimentos científicos de modo que possam ser transformados em conhecimentos “ensináveis”; o papel do professor em mediar o processo de aprendizagem; os tempos da aula e o “domínio de sala”; a relação professor e aluno demarcada pelo cuidado que o professor deve ter para com os alunos; a busca por aulas experimentais como estratégia de ensino e de desmistificação da disciplina de Física.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMonteiro, Filomena Maria de Arrudahttp://lattes.cnpq.br/7969849041476435Monteiro, Filomena Maria de Arruda459.585.131-68http://lattes.cnpq.br/7969849041476435Lima, Tânia Maria de275.001.791-20http://lattes.cnpq.br/1003388291863684459.585.131-68Cardoso, Lilian Auxiliadora Maciel474.773.001-00http://lattes.cnpq.br/6445541126318019Fontoura, Helena Amaral da859.975.527-72http://lattes.cnpq.br/4270456085309197Pachane, Graziela Giusti116.206.198-73http://lattes.cnpq.br/4049705154151062Mariani, Fábio2021-01-05T14:23:37Z2016-04-202021-01-05T14:23:37Z2016-03-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisMARIANI, Fábio. Os processos formativos de licenciandos em Física do IFMT: narrativas sobre o ser professor e a ação de ensinar. 2016. 234 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2016.http://ri.ufmt.br/handle/1/2222porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-01-10T06:01:27Zoai:localhost:1/2222Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-01-10T06:01:27Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinar |
title |
Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinar |
spellingShingle |
Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinar Mariani, Fábio Licenciaturas nos Institutos Federais Formação inicial de professores Desenvolvimento profissional docente Pesquisa narrativa CNPQ::CIENCIAS HUMANAS::EDUCACAO Degrees in the Federal Institutes Initial teacher training Teacher professional development Narrative research |
title_short |
Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinar |
title_full |
Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinar |
title_fullStr |
Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinar |
title_full_unstemmed |
Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinar |
title_sort |
Os processos formativos de licenciandos em Física do IFMT : narrativas sobre o ser professor e a ação de ensinar |
author |
Mariani, Fábio |
author_facet |
Mariani, Fábio |
author_role |
author |
dc.contributor.none.fl_str_mv |
Monteiro, Filomena Maria de Arruda http://lattes.cnpq.br/7969849041476435 Monteiro, Filomena Maria de Arruda 459.585.131-68 http://lattes.cnpq.br/7969849041476435 Lima, Tânia Maria de 275.001.791-20 http://lattes.cnpq.br/1003388291863684 459.585.131-68 Cardoso, Lilian Auxiliadora Maciel 474.773.001-00 http://lattes.cnpq.br/6445541126318019 Fontoura, Helena Amaral da 859.975.527-72 http://lattes.cnpq.br/4270456085309197 Pachane, Graziela Giusti 116.206.198-73 http://lattes.cnpq.br/4049705154151062 |
dc.contributor.author.fl_str_mv |
Mariani, Fábio |
dc.subject.por.fl_str_mv |
Licenciaturas nos Institutos Federais Formação inicial de professores Desenvolvimento profissional docente Pesquisa narrativa CNPQ::CIENCIAS HUMANAS::EDUCACAO Degrees in the Federal Institutes Initial teacher training Teacher professional development Narrative research |
topic |
Licenciaturas nos Institutos Federais Formação inicial de professores Desenvolvimento profissional docente Pesquisa narrativa CNPQ::CIENCIAS HUMANAS::EDUCACAO Degrees in the Federal Institutes Initial teacher training Teacher professional development Narrative research |
description |
The present thesis is part of the discussions about teacher training with emphasis on the initial training phase. It has as its central theme the training processes of the undergraduates, within the new contexts which outline Degree Courses in the Federal Institutes of Education, Science and Technology (IFs) and is structured from the central question: how do the undergraduates conceive and construct meanings about “being a teacher” in the initial training process in the context of a degree course in the Federal Institute of Mato Grosso (IFMT) and how they perceive and understand these training experiences in their process of teacher identity construction? The main aim of the research lies in understanding how the undergraduates of the IF Physics course from Pontes e Lacerda conceive/understand the idea of becoming teachers throughout their training – to be a teacher – and which constructs/knowledge manifest on the action of teaching in the process of becoming a teacher. The theoretical bases which give support to the research work are structured in discussions about teacher training, emphasizing the initial training, as well as discussions about teachers professional identities, comprised in the continued processes of teachers’ professional development. The theoretical-methodological option which guides the research is based on the presuppositions of the narrative inquiry. For the composition of the field texts, which taken together makes the narrative of each participant, a group of discussions and reflections was set up, in which the undergraduates had the opportunity to tell their stories about their experiences lived in the initial training, which prompted questions, discussions and reflections. The process of interpretation and analysis of field texts was built from the perspective of “composition of the senses”. The results of the research point to reflections on the complex, continuous and multidimensional training process that shows the sense composition about being and becoming a teacher, constituted along the experience of initial training. They also point to the tensions, resistances and conflicts which marked the initial process of construction of professional identities of the undergraduates and, in this movement the experience of Supervised Curriculum Stages gains prominence. They are learnings which mark the sense fields constructed and narrated by the undergraduates from their training experiences: the domain of the specific content, as well as other necessary knowledge for teaching; the need to think didactically the scientific knowledge in such a way that they can be transformed into “teachable” knowledge; the teacher’s role in mediating the learning process; time and class management and the “domain of the classroom”; the relationship between teacher and student marked by the care the teacher should have towards students; the search for experimental classes as a teaching strategy and the demystification of the subject Physics. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-04-20 2016-03-22 2021-01-05T14:23:37Z 2021-01-05T14:23:37Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
MARIANI, Fábio. Os processos formativos de licenciandos em Física do IFMT: narrativas sobre o ser professor e a ação de ensinar. 2016. 234 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2016. http://ri.ufmt.br/handle/1/2222 |
identifier_str_mv |
MARIANI, Fábio. Os processos formativos de licenciandos em Física do IFMT: narrativas sobre o ser professor e a ação de ensinar. 2016. 234 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2016. |
url |
http://ri.ufmt.br/handle/1/2222 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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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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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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