Professor iniciante nas licenciaturas e os contextos emergentes: aprendizagem para/na docência

• Autor(a) principal: Braun, Jordana Rex
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000gq2c
• Texto Completo: http://repositorio.ufsm.br/handle/1/22893
• topic: Ensino superior; Professor iniciante; Cursos de licenciatura; Contextos emergentes; Aprendizagem docente; Higher education; Initiating teachers; Graduation courses; Emerging contexts; Educators’ learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work is inserted on the line of research “Formation, Knowledge and Professional Development” from the postgraduate program in Education at Federal University of Santa Maria (UFSM), Rio Grande do Sul. Our goal is to comprehend the movements produced in the apprenticeship of teaching amidst the emerging contexts, focusing on initiating teachers that work on the Graduation Course at UFSM. This happens as a result of the Higher Education reshaping itself on the face of social, economical and cultural transformations which amplify and difficult the act of teaching, mainly in the process of teacher’s training. Having that in mind, we search for an answer for the following research problem: “What are the movements produced by initiate educators in the process of learning the teacher’s practice at the university, as well as in the emerging contexts?” With a theoretical-methodological approach, we based this research on the works of Bolzan (2001, 2002, 2009, 2011, 2012, 2017), Isaia e Bolzan (2009), Isaia (2006,2009), Cunha (2004,2007,2009), Morosini (2006, 2009, 2013, 2014, 2016), Tardif (2002, 2011), Imbernón (2009,2011) and other authors whose research conveys with this study. This research has a qualitative methodology, influenced by sociocultural narratives. We have made interviews, based on guiding topics, with the intent to comprehend what the five participating individuals have to say about their personal and professional pathway, the emerging contexts and the learning of/with the teacher’s formation. From what is presented by these narratives, we highlight the categories of Teachers Formation and Training Processes, which, composed by emerging contexts, configure the academic learning process of teachers who are beginners amid the emerging contexts. The elements found on the reoccurrences show that different types of knowledge are merged by the teachers who are beginners and the teacher’s trainers, of which stand out the specific knowledge and experience-related. These educators are mobilized in the face of the demands involving teaching, researching, practical application and managing, that, along with other emerging contexts resulting from the academic expansion, such as digital technology, affirmative actions and internationalization of student diversity affect the educational practices. The emerging contexts become obstacles in the face of academic knowledge enhancing, the profession’s demands and the particularities of the education courses. Therefore, teaching is becoming more complex as society changes surface on the act of teachers formation, in which the movement of pedagogical alternance and teacher’s resilience imply on the process of learning the educators’ education who acts as a “teacher of teachers”.