Atividade do professor na educação a distância: interações com o gênero profissional docente

Detalhes bibliográficos
Autor(a) principal: Silva, Alda Karoline Lima da
Data de Publicação: 2012
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFRN
Texto Completo: https://repositorio.ufrn.br/jspui/handle/123456789/17521
Resumo: This research aimed to analyze the dynamics established between the activity of the teacher in Distance Education (DE) and professional gender of teaching, in terms of impact of DE in teacher s usual professional activity. Previous studies showed that one of the central discussions concerning DE refers to the role that the teacher is called to perform. The present research, based on theoretical and methodological assumptions issued from Clinic of Activity, analyzed the impact referred above. This central aim was operationally executed along three main stages: 1) survey study for description of socio-professional profile of teachers working in DE in two universities from Natal (RN-Brazil), 2) clinical analysis of professional activity of teachers working in DE, taking into account four simultaneous levels of psychological constitution and development of human activity: personal, interpersonal, transpersonal and impersonal; 3) analytical focus on transpersonal context in order to understand the influence of pedagogical practice in DE on professional gender of teaching. Documental research, audio recorded voice data and a multiple choice Likert scale questionnaire concerning socio-professional information were used as procedural tools. The qualitative-clinical procedural tool of instruction to the double , firstly proposed by Clinic of Activity research group, was used in order to obtain oral productions concerning professional activity. Data issued from stage 1 (n=70, 28 men and 41 women) was submitted to descriptive and inferential statistical analyzes. 65.7% of the sample worked in a public institution, 30% in a private institution, and 4.3% in public and private institutions. 31.4% of the sample of participants was formed by teachers having a master degree, 28.6% were doctors and 26.3% had degrees of specialists. 54.3% of participants acted as remote tutor, and 44.3% were regents teachers. After descriptive multidimensional cluster analysis, two groups emerged (remote tutors and regents teachers), the most important variables in terms of contributions to this distinction being: professional function, level of graduate formation, level of income, activities and forms of entry in DE. Clinical analysis of data produced by two participant-teachers of each group, issued from instruction to the double technique, was performed. This analysis indicated the existence of different models of distance education. A general concern referring to the need of both taking into account information technology and pedagogical attitudes was detected. On the other hand, participant-teachers considered that participation in DE activities could bring relevant contributions to general professional gender of teaching. . Finally, teachers warned against certain formats of organization of teachers professional activity, as found in the domain of DE, since these activities could promote the intensification and individualization of teachers` work activity, and even the worsening of relations, rather than exchanges and shares through collective bargaining. This process could compromise the renew of the professional gender, by losing its historical roots and diminishing activity possibilities of teachers in their labor context
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spelling Silva, Alda Karoline Lima dahttp://lattes.cnpq.br/9672136905014553http://lattes.cnpq.br/9066230660650393Silva, Claudia Osorio dahttp://lattes.cnpq.br/9433900740589087Bendassolli, Pedro Fernandohttp://lattes.cnpq.br/1107978417272282Falcão, Jorge Tarcisio da Rocha2014-12-17T15:39:00Z2013-04-152014-12-17T15:39:00Z2012-06-18SILVA, Alda Karoline Lima da. Atividade do professor na educação a distância: interações com o gênero profissional docente. 2012. 226 f. Dissertação (Mestrado em Psicologia, Sociedade e Qualidade de Vida) - Universidade Federal do Rio Grande do Norte, Natal, 2012.https://repositorio.ufrn.br/jspui/handle/123456789/17521This research aimed to analyze the dynamics established between the activity of the teacher in Distance Education (DE) and professional gender of teaching, in terms of impact of DE in teacher s usual professional activity. Previous studies showed that one of the central discussions concerning DE refers to the role that the teacher is called to perform. The present research, based on theoretical and methodological assumptions issued from Clinic of Activity, analyzed the impact referred above. This central aim was operationally executed along three main stages: 1) survey study for description of socio-professional profile of teachers working in DE in two universities from Natal (RN-Brazil), 2) clinical analysis of professional activity of teachers working in DE, taking into account four simultaneous levels of psychological constitution and development of human activity: personal, interpersonal, transpersonal and impersonal; 3) analytical focus on transpersonal context in order to understand the influence of pedagogical practice in DE on professional gender of teaching. Documental research, audio recorded voice data and a multiple choice Likert scale questionnaire concerning socio-professional information were used as procedural tools. The qualitative-clinical procedural tool of instruction to the double , firstly proposed by Clinic of Activity research group, was used in order to obtain oral productions concerning professional activity. Data issued from stage 1 (n=70, 28 men and 41 women) was submitted to descriptive and inferential statistical analyzes. 65.7% of the sample worked in a public institution, 30% in a private institution, and 4.3% in public and private institutions. 31.4% of the sample of participants was formed by teachers having a master degree, 28.6% were doctors and 26.3% had degrees of specialists. 54.3% of participants acted as remote tutor, and 44.3% were regents teachers. After descriptive multidimensional cluster analysis, two groups emerged (remote tutors and regents teachers), the most important variables in terms of contributions to this distinction being: professional function, level of graduate formation, level of income, activities and forms of entry in DE. Clinical analysis of data produced by two participant-teachers of each group, issued from instruction to the double technique, was performed. This analysis indicated the existence of different models of distance education. A general concern referring to the need of both taking into account information technology and pedagogical attitudes was detected. On the other hand, participant-teachers considered that participation in DE activities could bring relevant contributions to general professional gender of teaching. . Finally, teachers warned against certain formats of organization of teachers professional activity, as found in the domain of DE, since these activities could promote the intensification and individualization of teachers` work activity, and even the worsening of relations, rather than exchanges and shares through collective bargaining. This process could compromise the renew of the professional gender, by losing its historical roots and diminishing activity possibilities of teachers in their labor contextEstudos apontaram que uma das discussões centrais na Educação a distância (EAD) refere-se ao papel que o professor é convocado a desempenhar. A pesquisa, pautada pelos pressupostos teórico-metodológicos da Clínica da Atividade, objetivou analisar a dinâmica que se estabelece entre a atividade do professor na EAD e o gênero profissional docente ao qual ele reporta-se em sua atividade profissional. As etapas do estudo dividiram-se em: 1) mapear o perfil socioprofissional dos professores que atuam na EAD em duas universidades da cidade do Natal (RN); 2) analisar a atividade de trabalho dos professores na EAD, em abordagem clínica norteada pelos contextos de desenvolvimento da atividade: pessoal, interpessoal, transpessoal e impessoal; e 3) compreender a influência da prática pedagógica na EAD sobre o gênero profissional docente, enfatizando o contexto transpessoal. Para consecução dos objetivos, os instrumentos e procedimentos propostos foram: pesquisa documental, registros audiográficos (representados pela técnica da instrução ao sósia), e um questionário socioprofissional. As análises estatísticas descritivas e inferenciais do mapeamento contemplou uma amostra de 70 participantes, sendo 28 homens e 41 mulheres. 65,7% vinculavam-se à instituição pública, 30% à instituição privada e 4,3% às instituições pública e privada. 31,4% era mestre, seguido de 28,6% de doutores e 26,3% especialistas. 54,3% exerciam a função de tutor à distância e 44,3% eram professores regentes. Após clusterização, apontou-se a existência de dois grupos (tutor a distância e professor regente), e as variáveis mais importantes de distinção foram: função, titulação, renda, atividades desenvolvidas e forma de ingresso na EAD. Da etapa clínica participaram dois professores representantes de cada grupo. A análise da atividade de trabalho apontou a existência de modelos de EAD distintos, que produziam formatos de trabalhos cuja conformidade com o gênero profissional docente era reflexo das diferentes formas de vivenciar os espaços de docência. Quanto ao alargamento das atividades, destaca-se a necessidade do desenvolvimento tanto de competências técnicas para utilizar as tecnologias de informação, quanto das pedagógicas para pensar as concepções e os modos de concretização do processo de ensino-aprendizagem na EAD. Aponta-se que as mudanças que a EAD produziu na atividade dos professores os convocaram a um acesso mais profundo das orientações genéricas da profissão, de modo a contribuir para (re)vitalizações do gênero profissional docente, não necessariamente atrelado ao uso do modelo presencial como um guia, pois replicar o modelo presencial para a distância não seria garantia do sucesso da atividade do professor na EAD. Destaca-se, ainda, que o insucesso da atividade também permite o aceso e a transmissão do gênero profissional. Por fim, alerta-se que certos formatos de trabalho, como nos casos da EAD, preveem intensificação e individualização da atividade de trabalho, e, até mesmo, precarização das relações, em detrimento de trocas e compartilhamentos entre os coletivos de trabalho. Assim, a revitalização do gênero fica comprometida, e a amputação da história do coletivo pode materializar-se, de modo a contribuir para atrofiar o raio de ação do sujeito-trabalhador em seu cenário laboralCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em PsicologiaUFRNBRPsicologia, Sociedade e Qualidade de VidaProfessor. EAD. Clínica da atividade. Gênero Profissional. Instrução ao sósiaTeachers. DE. Clinic of Activity. Professional gender. Instruction to doubleCNPQ::CIENCIAS HUMANAS::PSICOLOGIAAtividade do professor na educação a distância: interações com o gênero profissional docenteinfo: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:UFRNORIGINALAldaKLS_DISSERT.pdfapplication/pdf1481522https://repositorio.ufrn.br/bitstream/123456789/17521/1/AldaKLS_DISSERT.pdf8814caf0ffdd4e62dedf289add6a9c67MD51TEXTAldaKLS_DISSERT.pdf.txtAldaKLS_DISSERT.pdf.txtExtracted texttext/plain396849https://repositorio.ufrn.br/bitstream/123456789/17521/6/AldaKLS_DISSERT.pdf.txt4070a13053f4e0bd18645278ff5f35d5MD56THUMBNAILAldaKLS_DISSERT.pdf.jpgAldaKLS_DISSERT.pdf.jpgIM Thumbnailimage/jpeg1513https://repositorio.ufrn.br/bitstream/123456789/17521/7/AldaKLS_DISSERT.pdf.jpg85ed9ee11c3d62ca75a48368c2f1ce3fMD57123456789/175212017-11-04 06:42:27.141oai:https://repositorio.ufrn.br:123456789/17521Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-04T09:42:27Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false
dc.title.por.fl_str_mv Atividade do professor na educação a distância: interações com o gênero profissional docente
title Atividade do professor na educação a distância: interações com o gênero profissional docente
spellingShingle Atividade do professor na educação a distância: interações com o gênero profissional docente
Silva, Alda Karoline Lima da
Professor. EAD. Clínica da atividade. Gênero Profissional. Instrução ao sósia
Teachers. DE. Clinic of Activity. Professional gender. Instruction to double
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
title_short Atividade do professor na educação a distância: interações com o gênero profissional docente
title_full Atividade do professor na educação a distância: interações com o gênero profissional docente
title_fullStr Atividade do professor na educação a distância: interações com o gênero profissional docente
title_full_unstemmed Atividade do professor na educação a distância: interações com o gênero profissional docente
title_sort Atividade do professor na educação a distância: interações com o gênero profissional docente
author Silva, Alda Karoline Lima da
author_facet Silva, Alda Karoline Lima da
author_role author
dc.contributor.authorID.por.fl_str_mv
dc.contributor.authorLattes.por.fl_str_mv http://lattes.cnpq.br/9672136905014553
dc.contributor.advisorID.por.fl_str_mv
dc.contributor.advisorLattes.por.fl_str_mv http://lattes.cnpq.br/9066230660650393
dc.contributor.referees1.pt_BR.fl_str_mv Silva, Claudia Osorio da
dc.contributor.referees1ID.por.fl_str_mv
dc.contributor.referees1Lattes.por.fl_str_mv http://lattes.cnpq.br/9433900740589087
dc.contributor.referees2.pt_BR.fl_str_mv Bendassolli, Pedro Fernando
dc.contributor.referees2ID.por.fl_str_mv
dc.contributor.referees2Lattes.por.fl_str_mv http://lattes.cnpq.br/1107978417272282
dc.contributor.author.fl_str_mv Silva, Alda Karoline Lima da
dc.contributor.advisor1.fl_str_mv Falcão, Jorge Tarcisio da Rocha
contributor_str_mv Falcão, Jorge Tarcisio da Rocha
dc.subject.por.fl_str_mv Professor. EAD. Clínica da atividade. Gênero Profissional. Instrução ao sósia
topic Professor. EAD. Clínica da atividade. Gênero Profissional. Instrução ao sósia
Teachers. DE. Clinic of Activity. Professional gender. Instruction to double
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
dc.subject.eng.fl_str_mv Teachers. DE. Clinic of Activity. Professional gender. Instruction to double
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
description This research aimed to analyze the dynamics established between the activity of the teacher in Distance Education (DE) and professional gender of teaching, in terms of impact of DE in teacher s usual professional activity. Previous studies showed that one of the central discussions concerning DE refers to the role that the teacher is called to perform. The present research, based on theoretical and methodological assumptions issued from Clinic of Activity, analyzed the impact referred above. This central aim was operationally executed along three main stages: 1) survey study for description of socio-professional profile of teachers working in DE in two universities from Natal (RN-Brazil), 2) clinical analysis of professional activity of teachers working in DE, taking into account four simultaneous levels of psychological constitution and development of human activity: personal, interpersonal, transpersonal and impersonal; 3) analytical focus on transpersonal context in order to understand the influence of pedagogical practice in DE on professional gender of teaching. Documental research, audio recorded voice data and a multiple choice Likert scale questionnaire concerning socio-professional information were used as procedural tools. The qualitative-clinical procedural tool of instruction to the double , firstly proposed by Clinic of Activity research group, was used in order to obtain oral productions concerning professional activity. Data issued from stage 1 (n=70, 28 men and 41 women) was submitted to descriptive and inferential statistical analyzes. 65.7% of the sample worked in a public institution, 30% in a private institution, and 4.3% in public and private institutions. 31.4% of the sample of participants was formed by teachers having a master degree, 28.6% were doctors and 26.3% had degrees of specialists. 54.3% of participants acted as remote tutor, and 44.3% were regents teachers. After descriptive multidimensional cluster analysis, two groups emerged (remote tutors and regents teachers), the most important variables in terms of contributions to this distinction being: professional function, level of graduate formation, level of income, activities and forms of entry in DE. Clinical analysis of data produced by two participant-teachers of each group, issued from instruction to the double technique, was performed. This analysis indicated the existence of different models of distance education. A general concern referring to the need of both taking into account information technology and pedagogical attitudes was detected. On the other hand, participant-teachers considered that participation in DE activities could bring relevant contributions to general professional gender of teaching. . Finally, teachers warned against certain formats of organization of teachers professional activity, as found in the domain of DE, since these activities could promote the intensification and individualization of teachers` work activity, and even the worsening of relations, rather than exchanges and shares through collective bargaining. This process could compromise the renew of the professional gender, by losing its historical roots and diminishing activity possibilities of teachers in their labor context
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