Pedagogia específica de orientação de estágio: uma investigação narrativa
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15124 |
Resumo: | This doctoral thesis was developed in the Research Line 1 - Training, Knowledge and Professional Development of the Post-Graduation Program in Education at Federal University of Santa Maria (UFSM). It is related to studies in the field of University Pedagogy and Teacher Training, carried out by the CNPq research group Formation Trajectory - GTFORMA. The general objective of this thesis was to understand how the specific pedagogy of supervised teacher internship is constituted. The methodological approach was the narrative research, guided by the paradigmatic understanding of the phenomena studied. The instruments used in the research were official documents and narrative interview to transform oral histories into materialized narratives. Teacher educators of supervised teacher internship programs from 14 undergraduate teaching departments of UFSM collaborated in this study. Lee Shulman's professional knowledge and teaching background, as well as the pedagogical reasoning process and the pedagogical content knowledge are theoretical elements that support the discussions and reflections on teacher education. The narratives were submitted to narratological understanding and interpretation. This procedure involved the thematization process, in which different thematic elements constituted three thematic dimensions called: narrative appropriation, teaching trajectories and specific modes of action. They configure a specific mode of teaching performance which was characterized as Specific Pedagogy. The fundamentally narrative feature was recognized, which enables the advisor, through the narrative of the other, to be aware of a different educational space from the one in which he / she works. It was evidenced that the teaching trajectories of these advisors influence teacher conceptions which implicate in how they conceive and carry out the activity of internship supervision. The advisors’ specific modes of action are shaped by the identification of the little or no process of pedagogical reasoning throughout the courses which enable the future teacher to elaborate the pedagogical content knowledge. Thus, the pedagogical content knowledge is implied in the activity of teacher internship supervision, since it involves the combination of knowledge from the specific area and pedagogical knowledge, considering the context in which the internship activity occurs. Dimensions attribute characteristics to the teacher educators’ specific mode of action and shape the pedagogical practices developed by them in the initial training of future teachers. This study does not exhaust the elements which constitute the specific pedagogy. However, it revealed indicators that allowed to assign to the higher education teaching in the disciplines of teacher internship attention by the University Pedagogy as field of study. |
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2018-12-18T11:13:10Z2018-12-18T11:13:10Z2017-10-11http://repositorio.ufsm.br/handle/1/15124This doctoral thesis was developed in the Research Line 1 - Training, Knowledge and Professional Development of the Post-Graduation Program in Education at Federal University of Santa Maria (UFSM). It is related to studies in the field of University Pedagogy and Teacher Training, carried out by the CNPq research group Formation Trajectory - GTFORMA. The general objective of this thesis was to understand how the specific pedagogy of supervised teacher internship is constituted. The methodological approach was the narrative research, guided by the paradigmatic understanding of the phenomena studied. The instruments used in the research were official documents and narrative interview to transform oral histories into materialized narratives. Teacher educators of supervised teacher internship programs from 14 undergraduate teaching departments of UFSM collaborated in this study. Lee Shulman's professional knowledge and teaching background, as well as the pedagogical reasoning process and the pedagogical content knowledge are theoretical elements that support the discussions and reflections on teacher education. The narratives were submitted to narratological understanding and interpretation. This procedure involved the thematization process, in which different thematic elements constituted three thematic dimensions called: narrative appropriation, teaching trajectories and specific modes of action. They configure a specific mode of teaching performance which was characterized as Specific Pedagogy. The fundamentally narrative feature was recognized, which enables the advisor, through the narrative of the other, to be aware of a different educational space from the one in which he / she works. It was evidenced that the teaching trajectories of these advisors influence teacher conceptions which implicate in how they conceive and carry out the activity of internship supervision. The advisors’ specific modes of action are shaped by the identification of the little or no process of pedagogical reasoning throughout the courses which enable the future teacher to elaborate the pedagogical content knowledge. Thus, the pedagogical content knowledge is implied in the activity of teacher internship supervision, since it involves the combination of knowledge from the specific area and pedagogical knowledge, considering the context in which the internship activity occurs. Dimensions attribute characteristics to the teacher educators’ specific mode of action and shape the pedagogical practices developed by them in the initial training of future teachers. This study does not exhaust the elements which constitute the specific pedagogy. However, it revealed indicators that allowed to assign to the higher education teaching in the disciplines of teacher internship attention by the University Pedagogy as field of study.Esta tese de doutorado em Educação foi desenvolvida na Linha de Pesquisa 1 – Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria e está atrelada aos estudos no campo da Pedagogia Universitária e Formação de Professores, realizados pelo grupo de pesquisa CNPq Trajetórias de Formação – GTFORMA. O objetivo geral da tese foi compreender de que modo a pedagogia específica de estágio curricular supervisionado se constitui. A opção metodológica foi a pesquisa narrativa, orientada pela compreensão paradigmática dos fenômenos estudados. Os instrumentos utilizados na pesquisa foram documentos oficiais e, principalmente, entrevista narrativa para transformar histórias orais em narrativas materializadas. Docentes orientadores de estágio curricular supervisionados de 14 cursos de licenciatura da UFSM foram colaboradores do estudo. Os conhecimentos profissionais e a base de conhecimento ao ensino propostos por Lee Shulman, em especial, o processo de raciocínio pedagógico e o conhecimento pedagógico do conteúdo são elementos teóricos balizadores das discussões e reflexões sobre formação de professores. As narrativas foram submetidas à interpretação e compreensão narratológica. Esse procedimento envolveu o processo de tematização, no qual diferentes elementos temáticos constituíram três dimensões temáticas denominadas: apropriação narrativa, trajetórias docentes e modos de atuação específicos; configurando um modo específico de atuação docente que se caracterizou como Pedagogia Específica. Reconheceu-se a característica fundamentalmente narrativa que proporciona que o orientador, por meio da narrativa do outro, compreenda um espaço educacional distinto daquele no qual atua. Evidenciou-se que as trajetórias docentes destes orientadores influenciam concepções docentes que implicam no modo como concebem e realizam a atividade de orientação de estágio. Os modos de atuação específica dos orientadores são moldados pela identificação do pouco ou inexistente processo de raciocínio pedagógico ao longo dos cursos que capacite o futuro professor a elaborar o conhecimento pedagógico do conteúdo. Neste sentido, o conhecimento pedagógico do conteúdo está implicado na atividade de orientação de estágio, pois envolve a combinação dos conhecimentos advindos da área específica de formação e os pedagógicos, levando em conta o contexto no qual a atividade de estágio ocorre. Revelou-se que as dimensões atribuem características ao modo de atuação específica de formadores orientadores de estágio e moldam as práticas pedagógicas por eles desenvolvidas na formação inicial de futuros professores. A pesquisa não esgota os elementos que compõem a pedagogia específica do estágio, mas desvelou indicadores que permitiram atribuir à docência superior nas disciplinas de estágio curricular supervisionado atenção por parte da Pedagogia Universitária enquanto campo de estudos.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação de professoresEstágio curricular supervisionadoPesquisa narrativaTeacher educationSupervised teacher internshipNarrative researchCNPQ::CIENCIAS HUMANAS::EDUCACAOPedagogia específica de orientação de estágio: uma investigação narrativaSpecific pedagogy of teacher internship supervision: a narrative researchinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisIsaia, Silvia Maria de Aguiarhttp://lattes.cnpq.br/0954246692473735Cunha, Maria Isabel dahttp://lattes.cnpq.br/0157149133885713Scremin, Greicehttp://lattes.cnpq.br/8590324135636694Bolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Oliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085http://lattes.cnpq.br/6079743179281512Stahl, Luana Rosalie70080000000660000d25693-7f0f-4df8-bd16-71f3df5626f2718acb3c-e7a6-47d2-9233-0bc1fa6e855df01791df-d891-40cd-8957-5b021147ef9df91e3e78-ad6f-43cc-a225-277a6cdf621b4502039a-af58-41a8-b247-74a8966c0a2021504630-b88c-4afe-88a4-180eae1bdf3dreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2017_STAHL_LUANA.pdfTES_PPGEDUCACAO_2017_STAHL_LUANA.pdfTese de Doutoradoapplication/pdf5514375http://repositorio.ufsm.br/bitstream/1/15124/1/TES_PPGEDUCACAO_2017_STAHL_LUANA.pdfdb155f204b43bf3721c673bc9190e7ffMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Pedagogia específica de orientação de estágio: uma investigação narrativa |
dc.title.alternative.eng.fl_str_mv |
Specific pedagogy of teacher internship supervision: a narrative research |
title |
Pedagogia específica de orientação de estágio: uma investigação narrativa |
spellingShingle |
Pedagogia específica de orientação de estágio: uma investigação narrativa Stahl, Luana Rosalie Formação de professores Estágio curricular supervisionado Pesquisa narrativa Teacher education Supervised teacher internship Narrative research CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pedagogia específica de orientação de estágio: uma investigação narrativa |
title_full |
Pedagogia específica de orientação de estágio: uma investigação narrativa |
title_fullStr |
Pedagogia específica de orientação de estágio: uma investigação narrativa |
title_full_unstemmed |
Pedagogia específica de orientação de estágio: uma investigação narrativa |
title_sort |
Pedagogia específica de orientação de estágio: uma investigação narrativa |
author |
Stahl, Luana Rosalie |
author_facet |
Stahl, Luana Rosalie |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Isaia, Silvia Maria de Aguiar |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0954246692473735 |
dc.contributor.referee1.fl_str_mv |
Cunha, Maria Isabel da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0157149133885713 |
dc.contributor.referee2.fl_str_mv |
Scremin, Greice |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8590324135636694 |
dc.contributor.referee3.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee4.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3628223248832085 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6079743179281512 |
dc.contributor.author.fl_str_mv |
Stahl, Luana Rosalie |
contributor_str_mv |
Isaia, Silvia Maria de Aguiar Cunha, Maria Isabel da Scremin, Greice Bolzan, Doris Pires Vargas Oliveira, Valeska Maria Fortes de |
dc.subject.por.fl_str_mv |
Formação de professores Estágio curricular supervisionado Pesquisa narrativa |
topic |
Formação de professores Estágio curricular supervisionado Pesquisa narrativa Teacher education Supervised teacher internship Narrative research CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher education Supervised teacher internship Narrative research |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This doctoral thesis was developed in the Research Line 1 - Training, Knowledge and Professional Development of the Post-Graduation Program in Education at Federal University of Santa Maria (UFSM). It is related to studies in the field of University Pedagogy and Teacher Training, carried out by the CNPq research group Formation Trajectory - GTFORMA. The general objective of this thesis was to understand how the specific pedagogy of supervised teacher internship is constituted. The methodological approach was the narrative research, guided by the paradigmatic understanding of the phenomena studied. The instruments used in the research were official documents and narrative interview to transform oral histories into materialized narratives. Teacher educators of supervised teacher internship programs from 14 undergraduate teaching departments of UFSM collaborated in this study. Lee Shulman's professional knowledge and teaching background, as well as the pedagogical reasoning process and the pedagogical content knowledge are theoretical elements that support the discussions and reflections on teacher education. The narratives were submitted to narratological understanding and interpretation. This procedure involved the thematization process, in which different thematic elements constituted three thematic dimensions called: narrative appropriation, teaching trajectories and specific modes of action. They configure a specific mode of teaching performance which was characterized as Specific Pedagogy. The fundamentally narrative feature was recognized, which enables the advisor, through the narrative of the other, to be aware of a different educational space from the one in which he / she works. It was evidenced that the teaching trajectories of these advisors influence teacher conceptions which implicate in how they conceive and carry out the activity of internship supervision. The advisors’ specific modes of action are shaped by the identification of the little or no process of pedagogical reasoning throughout the courses which enable the future teacher to elaborate the pedagogical content knowledge. Thus, the pedagogical content knowledge is implied in the activity of teacher internship supervision, since it involves the combination of knowledge from the specific area and pedagogical knowledge, considering the context in which the internship activity occurs. Dimensions attribute characteristics to the teacher educators’ specific mode of action and shape the pedagogical practices developed by them in the initial training of future teachers. This study does not exhaust the elements which constitute the specific pedagogy. However, it revealed indicators that allowed to assign to the higher education teaching in the disciplines of teacher internship attention by the University Pedagogy as field of study. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-10-11 |
dc.date.accessioned.fl_str_mv |
2018-12-18T11:13:10Z |
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2018-12-18T11:13:10Z |
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doctoralThesis |
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por |
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700800000006 |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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