Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14391 |
Resumo: | This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piauí and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsible |
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Honório, Mirtes Gonçalveshttp://lattes.cnpq.br/7716577944700509http://lattes.cnpq.br/0642511546307992Mendes, Bárbara Maria de MacedoMelo, Maria Alicehttp://lattes.cnpq.br/8175989249772475Castro, Alda Maria Duarte Araújohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771492U8189Ferreira, Maria Salonildehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787859Y0Garcia, Luciane Terra dos Santoshttp://lattes.cnpq.br/2546503141542893Queiroz, Maria Aparecida de2014-12-17T14:36:26Z2012-09-172014-12-17T14:36:26Z2011-11-23HONÓRIO, Mirtes Gonçalves. Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental. 2011. 210 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011.https://repositorio.ufrn.br/jspui/handle/123456789/14391This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piauí and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsibleEste relatório tem como objetivo apresentar os resultados da pesquisa sobre as possibilidades e os limites de o Estágio Supervisionado em um curso de Formação de Professores em Serviço dos anos iniciais do ensino fundamental realizado por meio de convênio entre a Universidade Federal do Piauí e a Prefeitura Municipal de Teresina (Pi) UFPI/PMT, oferecer subsídios a práticas pedagógicas que contemplem a realidade dos alunos que vivem, trabalham e/ou estudam em escolas localizadas no meio rural. A investigação fundamenta-se em uma abordagem teórico-metodológica que situa o objeto de estudo na perspectiva crítica e utilizando como procedimentos: pesquisa bibliográfica, análise documental, entrevista semiestruturada e registro fotográfico. Constituíram sujeitos da pesquisa 10 (dez) professores egressos do curso promovido pela UFPI concluintes em 2006 e que desenvolvem atividades docentes em escolas situadas no meio rural no município de Teresina-PI, 2 (duas) professoras supervisoras de estágio da UFPI e a coordenadora do curso. A análise do objeto evidenciou que, historicamente, as políticas educacionais modificaram-se, mas não aconteceram rupturas nos padrões tradicionais de formação de professores, o suficiente, principalmente nas propostas curriculares, em face das mudanças requeridas pela sociedade informacional e global. Constatamos, ainda, que, no Estágio Supervisionado, o processo de reflexão crítica sobre a prática pedagógica foi viabilizado, parcialmente, e suscitou a reconstrução de saberes específicos ao fazer pedagógico de modo a conduzir o processo ensino-aprendizagem articulando diferentes realidades do ensino fundamental e enfrentando situações decorrentes de práticas conservadoras em relação ao ensino no meio rural. Contribuiu, portanto, esse componente curricular para redimensionar, em parte, a ação pedagógica dos(as) professores(as) egressos(as). Acena, também, a pesquisa para estudos similares na perspectiva de superar o modelo atual de formação de professores que não corresponde aos reclamos da sociedade em mudanças e à crise do capital, com repercussões imensuráveis no mundo do trabalho. A contemporaneidade reclama por uma Universidade que forme profissionais capazes de conduzir os destinos da sociedade, sendo que a formação de professores é uma demanda política e social sobre a qual é corresponsávelapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoPolítica educacionalFormação de professoresEstágio SupervisionadoRelação teoria/práticaEducação no meio ruralEducation policyTeacher trainingSupervised trainingTheory/practice relationshipEducation in rural areasCNPQ::CIENCIAS HUMANAS::EDUCACAOEstágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALMirtesGH_TESE.pdfapplication/pdf2699071https://repositorio.ufrn.br/bitstream/123456789/14391/1/MirtesGH_TESE.pdf7507c1a00453e1fa950c85ef3f90222dMD51TEXTMirtesGH_TESE.pdf.txtMirtesGH_TESE.pdf.txtExtracted texttext/plain452671https://repositorio.ufrn.br/bitstream/123456789/14391/6/MirtesGH_TESE.pdf.txt655af4abced5e5b187080e38a6a54078MD56THUMBNAILMirtesGH_TESE.pdf.jpgMirtesGH_TESE.pdf.jpgIM Thumbnailimage/jpeg1841https://repositorio.ufrn.br/bitstream/123456789/14391/7/MirtesGH_TESE.pdf.jpg5e814e542667c1396081b4e6d6dce5acMD57123456789/143912017-11-01 20:42:06.886oai:https://repositorio.ufrn.br:123456789/14391Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-01T23:42:06Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental |
title |
Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental |
spellingShingle |
Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental Honório, Mirtes Gonçalves Política educacional Formação de professores Estágio Supervisionado Relação teoria/prática Educação no meio rural Education policy Teacher training Supervised training Theory/practice relationship Education in rural areas CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental |
title_full |
Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental |
title_fullStr |
Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental |
title_full_unstemmed |
Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental |
title_sort |
Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental |
author |
Honório, Mirtes Gonçalves |
author_facet |
Honório, Mirtes Gonçalves |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/7716577944700509 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/0642511546307992 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Mendes, Bárbara Maria de Macedo |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees2.pt_BR.fl_str_mv |
Melo, Maria Alice |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/8175989249772475 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Castro, Alda Maria Duarte Araújo |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771492U8189 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Ferreira, Maria Salonilde |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787859Y0 |
dc.contributor.referees5.pt_BR.fl_str_mv |
Garcia, Luciane Terra dos Santos |
dc.contributor.referees5ID.por.fl_str_mv |
|
dc.contributor.referees5Lattes.por.fl_str_mv |
http://lattes.cnpq.br/2546503141542893 |
dc.contributor.author.fl_str_mv |
Honório, Mirtes Gonçalves |
dc.contributor.advisor1.fl_str_mv |
Queiroz, Maria Aparecida de |
contributor_str_mv |
Queiroz, Maria Aparecida de |
dc.subject.por.fl_str_mv |
Política educacional Formação de professores Estágio Supervisionado Relação teoria/prática Educação no meio rural |
topic |
Política educacional Formação de professores Estágio Supervisionado Relação teoria/prática Educação no meio rural Education policy Teacher training Supervised training Theory/practice relationship Education in rural areas CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education policy Teacher training Supervised training Theory/practice relationship Education in rural areas |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piauí and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsible |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-11-23 |
dc.date.available.fl_str_mv |
2012-09-17 2014-12-17T14:36:26Z |
dc.date.accessioned.fl_str_mv |
2014-12-17T14:36:26Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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HONÓRIO, Mirtes Gonçalves. Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental. 2011. 210 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14391 |
identifier_str_mv |
HONÓRIO, Mirtes Gonçalves. Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental. 2011. 210 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14391 |
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por |
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UFRN |
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Universidade Federal do Rio Grande do Norte |
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