A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14607 |
Resumo: | This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work |
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Silva, Luzimar Barbalho dahttp://lattes.cnpq.br/1588441700413781http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771492U8189Tavares, Otávio Augusto de AraújoCabral Neto, Antôniohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763455J6Andrade, érika dos Reis Gusmão dehttp://lattes.cnpq.br/0778953049451033Castro, Alda Maria Duarte Araújo2014-12-17T14:36:54Z2014-12-112014-12-17T14:36:54Z2006-05-19SILVA, Luzimar Barbalho da. A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN. 2006. 209 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2006.https://repositorio.ufrn.br/jspui/handle/123456789/14607This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of workEsta é uma investigação acerca da política de formação inicial de professores materializada pelo governo federal, no contexto educacional brasileiro, nos anos de 1990. Parte do pressuposto de que as diretrizes para a formação inicial de professores situam-se em um contexto mais amplo da reestruturação produtiva e da reforma do Estado e têm nos organismos internacionais, como a CEPAL, a UNESCO e o Banco Mundial, os seus principais mediadores. A dissertação tem por objetivo analisar a implementação da política de formação inicial de professores, tomando como campo empírico o CEFET RN, e como referência o curso de Licenciatura em Geografia, mais especificamente o componente curricular prática profissional. Este estudo encontra-se orientado pelos fundamentos teórico-metodológicos da pesquisa qualitativa, sendo caracterizado como um estudo de caso. Dentre os procedimentos metodológicos que foram utilizados, destacam-se a pesquisa bibliográfica, a análise documental, a aplicação de questionário e a realização de entrevistas. Os estudos revelam que os CEFETs e os Institutos Superiores de Educação foram considerados pelo governo brasileiro como adequados para a implantação da formação inicial de caráter técnico-profissionalizante, voltada para o ensino, modelo proposto pelas atuais diretrizes dos organismos internacionais. No entanto, na realidade do CEFET RN, apesar das dificuldades pontuadas pelos professores e pelos alunos, na implementação do componente curricular prática profissional, a formação inicial no curso de Geografia tomou uma configuração, que se aproxima do ensino que se realiza nas universidades, privilegiando o ensino, a pesquisa e a extensão. Para os sujeitos que participaram da pesquisa, o componente prática profissional tem relevância no currículo da formação docente, porque possibilita a articulação entre teoria e prática, aspectos considerados fundamentais para uma formação docente de qualidade. Os estudos evidenciam também que um dos grandes obstáculos enfrentados na implementação do componente curricular em apreço foi a falta de assistência aos alunos no exercício do estágio e na execução dos projetos de pesquisa e extensão, ocasionada pela insuficiência de docentes para atuarem na licenciatura, bem como a falta de tempo dos professores devido às inúmeras atividades que desenvolvem no interior do CEFET RN. Esse fato revela a maneira como a política de formação de professores chegou até às instituições formadoras, imposta pelo MEC, sem considerar as condições estruturais destas. Apesar das dificuldades, tornou-se sobressalente o caráter inovador da experiência, tanto em relação ao lócus de formação quanto em razão de ser um modelo formativo que articula teoria e prática e os diferentes saberes necessários para a atuação docente, indo além de uma formação pragmática, coerente com os interesses imediatos do mundo do trabalhoapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoPolítica educacionalFormação inicial de professoresPrática profissionalEducational policyInitial education of teachersVocational trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOA política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RNinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALLuzimarBS.pdfapplication/pdf679074https://repositorio.ufrn.br/bitstream/123456789/14607/1/LuzimarBS.pdf3f8037a74d3c70c876c05569a6e97b18MD51TEXTLuzimarBS.pdf.txtLuzimarBS.pdf.txtExtracted texttext/plain476016https://repositorio.ufrn.br/bitstream/123456789/14607/6/LuzimarBS.pdf.txt4e381aa7a04764a40a4e209b8d4c0b80MD56THUMBNAILLuzimarBS.pdf.jpgLuzimarBS.pdf.jpgIM Thumbnailimage/jpeg2209https://repositorio.ufrn.br/bitstream/123456789/14607/7/LuzimarBS.pdf.jpg680809d0d2fd43e4701ed0d5a8135eddMD57123456789/146072017-11-02 00:07:51.048oai:https://repositorio.ufrn.br:123456789/14607Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-02T03:07:51Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN |
title |
A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN |
spellingShingle |
A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN Silva, Luzimar Barbalho da Política educacional Formação inicial de professores Prática profissional Educational policy Initial education of teachers Vocational training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN |
title_full |
A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN |
title_fullStr |
A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN |
title_full_unstemmed |
A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN |
title_sort |
A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN |
author |
Silva, Luzimar Barbalho da |
author_facet |
Silva, Luzimar Barbalho da |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/1588441700413781 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771492U8189 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Tavares, Otávio Augusto de Araújo |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees2.pt_BR.fl_str_mv |
Cabral Neto, Antônio |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763455J6 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Andrade, érika dos Reis Gusmão de |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://lattes.cnpq.br/0778953049451033 |
dc.contributor.author.fl_str_mv |
Silva, Luzimar Barbalho da |
dc.contributor.advisor1.fl_str_mv |
Castro, Alda Maria Duarte Araújo |
contributor_str_mv |
Castro, Alda Maria Duarte Araújo |
dc.subject.por.fl_str_mv |
Política educacional Formação inicial de professores Prática profissional |
topic |
Política educacional Formação inicial de professores Prática profissional Educational policy Initial education of teachers Vocational training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational policy Initial education of teachers Vocational training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-05-19 |
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2014-12-17T14:36:54Z |
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2014-12-11 2014-12-17T14:36:54Z |
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masterThesis |
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publishedVersion |
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SILVA, Luzimar Barbalho da. A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN. 2006. 209 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2006. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14607 |
identifier_str_mv |
SILVA, Luzimar Barbalho da. A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN. 2006. 209 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2006. |
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