Imaginário social e educação: nos labirintos da formação inicial de professores
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/14119 |
Resumo: | This doctoral thesis in Education was developed in the Line of Research 1 – Formation, Knowledge and Professional Development of the Graduation Program in Education at Universidade Federal de Santa Maria (UFSM). The starting point for it was the formative background of the author in the Study and Research Group on Education and Social Imaginary GEPEIS and an academic curiosity on which are the imaginaries about education, school, being a teacher, being a student, and also the teaching praxis that the undergraduate students at final semesters in education courses at UFSM took. There is also a search on how the initial formation courses contribute to the change/maintaining of this imaginaries and the existent school structure. The general aim of the research was to dialogue with the imaginaries of final semesters scholars at UFSM education undergraduate courses about education in a constitutive perspective, in order to understand the way this initial formation courses contribute to the change/maintaining of this imaginaries and the existent school structure. The research theoretic basis is the Social Imaginary of Cornélius Castoriadis (1982). In this study, the concepts of radical imaginary, creation, imaginary significations, magma, symbolic, social imaginary, identity-conjunctive logic, imaginary institutions, instituted social imaginary, society, subjectivity, heteronomy and autonomy. The methodology was created by the author specially to this research, and it is called Kaleidoscope Method. The method was inspired on Edgar Morin's (2013) work and in the optical device kaleidoscope. It consists in working with several data building tools which combine and recombine among themselves through the investigation, looking for possible ways to achieve the research objectives. A socio-imaginary questionnaire and, a Document Analysis of each of the UFSM's twenty two education courses took place. Also, there were Cross Talks, conversation groups with final semester classes about the topics of research. Data were analyzed through Martin Heidegger (2011) and Hans-Georg Gadamer's (1997) Hermeneutics Analysis. The results correspond to three analysis pivots, classified into: who are the scholars in the education courses, where they arrive when first start at UFSM and which are the significations present in their imaginaries at the final formation stages. The scholars, in general, are from medium-low social backgrounds, and they see in the education courses their only chance to enter Higher Education. This courses have outdated curricula, bibliographies and organization; and the imaginary of teachers to be are based on the memory from the times they were students and on the ideal of school proposed by educational theories, what is a result of the lack of contact with the school during the initial formation. Nevertheless, with this investigative scenario, we understand that education courses are frail, and they need a reform of thinking, structure and objectives, as well as the schools. This happens because education needs to start to contribute to the subjects self-formation and to be connected to the society's symbolic universe and its political, ethical and social complexity. |
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2018-08-28T22:04:47Z2018-08-28T22:04:47Z2017-08-18http://repositorio.ufsm.br/handle/1/14119This doctoral thesis in Education was developed in the Line of Research 1 – Formation, Knowledge and Professional Development of the Graduation Program in Education at Universidade Federal de Santa Maria (UFSM). The starting point for it was the formative background of the author in the Study and Research Group on Education and Social Imaginary GEPEIS and an academic curiosity on which are the imaginaries about education, school, being a teacher, being a student, and also the teaching praxis that the undergraduate students at final semesters in education courses at UFSM took. There is also a search on how the initial formation courses contribute to the change/maintaining of this imaginaries and the existent school structure. The general aim of the research was to dialogue with the imaginaries of final semesters scholars at UFSM education undergraduate courses about education in a constitutive perspective, in order to understand the way this initial formation courses contribute to the change/maintaining of this imaginaries and the existent school structure. The research theoretic basis is the Social Imaginary of Cornélius Castoriadis (1982). In this study, the concepts of radical imaginary, creation, imaginary significations, magma, symbolic, social imaginary, identity-conjunctive logic, imaginary institutions, instituted social imaginary, society, subjectivity, heteronomy and autonomy. The methodology was created by the author specially to this research, and it is called Kaleidoscope Method. The method was inspired on Edgar Morin's (2013) work and in the optical device kaleidoscope. It consists in working with several data building tools which combine and recombine among themselves through the investigation, looking for possible ways to achieve the research objectives. A socio-imaginary questionnaire and, a Document Analysis of each of the UFSM's twenty two education courses took place. Also, there were Cross Talks, conversation groups with final semester classes about the topics of research. Data were analyzed through Martin Heidegger (2011) and Hans-Georg Gadamer's (1997) Hermeneutics Analysis. The results correspond to three analysis pivots, classified into: who are the scholars in the education courses, where they arrive when first start at UFSM and which are the significations present in their imaginaries at the final formation stages. The scholars, in general, are from medium-low social backgrounds, and they see in the education courses their only chance to enter Higher Education. This courses have outdated curricula, bibliographies and organization; and the imaginary of teachers to be are based on the memory from the times they were students and on the ideal of school proposed by educational theories, what is a result of the lack of contact with the school during the initial formation. Nevertheless, with this investigative scenario, we understand that education courses are frail, and they need a reform of thinking, structure and objectives, as well as the schools. This happens because education needs to start to contribute to the subjects self-formation and to be connected to the society's symbolic universe and its political, ethical and social complexity.Este trabalho de tese de doutorado em Educação foi desenvolvido na Linha de Pesquisa 1 – Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-graduação em Educação, da Universidade Federal de Santa Maria (UFSM). Seu surgimento se dá a partir da trajetória formativa da autora no Grupo de Estudos e Pesquisas em Educação e Imaginário Social – GEPEIS e uma curiosidade acadêmica sobre quais são os imaginários sobre educação, escola, ser professor, ser aluno e trabalho docente, que os acadêmicos dos semestres finais dos cursos de licenciatura da UFSM possuem e de que forma os cursos de formação inicial contribuem para a mudança e/ou manutenção destes imaginários e da estrutura escolar atual. A pesquisa teve o objetivo geral, dialogar com os imaginários dos acadêmicos dos semestres finais dos Cursos de Licenciatura da UFSM sobre a educação em uma perspectiva instituinte, a fim de conhecer que forma estes cursos de formação inicial contribuem para a mudança e/ou manutenção destes imaginários e da estrutura escolar atual. A base teórica da pesquisa é o Imaginário Social de Cornélius Castoriadis (1982) e, neste estudo, foram trabalhados os conceitos de imaginário radical, criação, significações imaginárias, magma, simbólico, imaginário social, imaginário social instituído, lógica conjuntista-identitária, instituições imaginárias sociais, imaginário social instituinte, sociedade, subjetividade, heteronomia e autonomia. A metodologia utilizada foi criada pela autora especialmente para esta investigação e intitulada Método Caleidoscópico, tal método teve inspiração na obra de Edgar Morin (2013), e no aparelho ótico caleidoscópio, e consiste no trabalho com diversos instrumentos de construção de dados que se combinam e recombinam ao longo da investigação, buscando maneiras possíveis de alcançar os objetivos da pesquisa. Neste trabalho foram realizados um Questionário Sócio-imaginário, Análise Documental do Projeto Pedagógico do Curso dos vinte e dois cursos de licenciatura, presenciais, da UFSM e Conversas Cruzadas, rodas de conversas nas turmas dos semestres finais sobre as temáticas da pesquisa. Os dados foram analisados através da teoria de Análise Hermenêutica de Martin Heidegger (2011) e Hans-Georg Gadamer (1997). Os resultados da investigação compõem três eixos de análise que se dividem entre quem são os estudantes dos cursos de licenciatura, aonde chegam ao ingressarem na UFSM e quais são as significações presentes em seus imaginários já na fase final da formação inicial. Os estudantes, em geral, são de famílias de baixa renda e veem nos cursos de licenciatura a única chance de ingresso no Ensino Superior, tais cursos possuem currículos, bibliografias e organizações desatualizadas e os imaginários dos futuros professores constituem-se na memória de quando foram alunos e no ideal de escola proposto pelas teorias educacionais, reflexo do pouco contato com a escola durante a formação inicial. Contudo, a partir deste cenário investigativo, compreendemos que os cursos de licenciatura estão frágeis, e necessitam de uma reforma do pensamento, da estrutura e dos objetivos, bem como as escolas. Isso porque a educação precisa passar a contribuir para a autoformação dos sujeitos, estar conectada com o universo simbólico da sociedade e sua complexidade política, ética e social.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/openAccessImaginário socialFormação inicial de professoresEnsino superiorSocial imaginaryTeachers initial formationHigher educationCNPQ::CIENCIAS HUMANAS::EDUCACAOImaginário social e educação: nos labirintos da formação inicial de professoresSocial imaginary and education: into the mazes of teachers initial formationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085Bolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Antunes, Helenise Sangoihttp://lattes.cnpq.br/6804330341401151Amaral, Janine Bochi dohttp://lattes.cnpq.br/7193235324727854Azevedo, Nyrma Souza Nunes dehttp://lattes.cnpq.br/2839816624211160http://lattes.cnpq.br/0049329334408603Silva, Monique da700800000006600ca9563a9-2cbb-4742-8e58-d43cd909536614417d90-e613-4eb2-bd60-e2c53afcf2113e25f8f6-091b-4959-a5de-36c5af54c7085d0d5aad-a1f2-415b-a2fe-38928ca9d65d4ea86f82-1ff3-40ff-944d-45772a7a732d455f432c-9773-4be8-8e72-02bcd66d900breponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2017_SILVA_MONIQUE.pdfTES_PPGEDUCACAO_2017_SILVA_MONIQUE.pdfTese de Doutoradoapplication/pdf2396974http://repositorio.ufsm.br/bitstream/1/14119/1/TES_PPGEDUCACAO_2017_SILVA_MONIQUE.pdf7cf54a3e982fb33a1fc59de3cb462204MD51LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Imaginário social e educação: nos labirintos da formação inicial de professores |
dc.title.alternative.eng.fl_str_mv |
Social imaginary and education: into the mazes of teachers initial formation |
title |
Imaginário social e educação: nos labirintos da formação inicial de professores |
spellingShingle |
Imaginário social e educação: nos labirintos da formação inicial de professores Silva, Monique da Imaginário social Formação inicial de professores Ensino superior Social imaginary Teachers initial formation Higher education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Imaginário social e educação: nos labirintos da formação inicial de professores |
title_full |
Imaginário social e educação: nos labirintos da formação inicial de professores |
title_fullStr |
Imaginário social e educação: nos labirintos da formação inicial de professores |
title_full_unstemmed |
Imaginário social e educação: nos labirintos da formação inicial de professores |
title_sort |
Imaginário social e educação: nos labirintos da formação inicial de professores |
author |
Silva, Monique da |
author_facet |
Silva, Monique da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3628223248832085 |
dc.contributor.referee1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee2.fl_str_mv |
Antunes, Helenise Sangoi |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6804330341401151 |
dc.contributor.referee3.fl_str_mv |
Amaral, Janine Bochi do |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7193235324727854 |
dc.contributor.referee4.fl_str_mv |
Azevedo, Nyrma Souza Nunes de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2839816624211160 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0049329334408603 |
dc.contributor.author.fl_str_mv |
Silva, Monique da |
contributor_str_mv |
Oliveira, Valeska Maria Fortes de Bolzan, Doris Pires Vargas Antunes, Helenise Sangoi Amaral, Janine Bochi do Azevedo, Nyrma Souza Nunes de |
dc.subject.por.fl_str_mv |
Imaginário social Formação inicial de professores Ensino superior |
topic |
Imaginário social Formação inicial de professores Ensino superior Social imaginary Teachers initial formation Higher education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Social imaginary Teachers initial formation Higher education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This doctoral thesis in Education was developed in the Line of Research 1 – Formation, Knowledge and Professional Development of the Graduation Program in Education at Universidade Federal de Santa Maria (UFSM). The starting point for it was the formative background of the author in the Study and Research Group on Education and Social Imaginary GEPEIS and an academic curiosity on which are the imaginaries about education, school, being a teacher, being a student, and also the teaching praxis that the undergraduate students at final semesters in education courses at UFSM took. There is also a search on how the initial formation courses contribute to the change/maintaining of this imaginaries and the existent school structure. The general aim of the research was to dialogue with the imaginaries of final semesters scholars at UFSM education undergraduate courses about education in a constitutive perspective, in order to understand the way this initial formation courses contribute to the change/maintaining of this imaginaries and the existent school structure. The research theoretic basis is the Social Imaginary of Cornélius Castoriadis (1982). In this study, the concepts of radical imaginary, creation, imaginary significations, magma, symbolic, social imaginary, identity-conjunctive logic, imaginary institutions, instituted social imaginary, society, subjectivity, heteronomy and autonomy. The methodology was created by the author specially to this research, and it is called Kaleidoscope Method. The method was inspired on Edgar Morin's (2013) work and in the optical device kaleidoscope. It consists in working with several data building tools which combine and recombine among themselves through the investigation, looking for possible ways to achieve the research objectives. A socio-imaginary questionnaire and, a Document Analysis of each of the UFSM's twenty two education courses took place. Also, there were Cross Talks, conversation groups with final semester classes about the topics of research. Data were analyzed through Martin Heidegger (2011) and Hans-Georg Gadamer's (1997) Hermeneutics Analysis. The results correspond to three analysis pivots, classified into: who are the scholars in the education courses, where they arrive when first start at UFSM and which are the significations present in their imaginaries at the final formation stages. The scholars, in general, are from medium-low social backgrounds, and they see in the education courses their only chance to enter Higher Education. This courses have outdated curricula, bibliographies and organization; and the imaginary of teachers to be are based on the memory from the times they were students and on the ideal of school proposed by educational theories, what is a result of the lack of contact with the school during the initial formation. Nevertheless, with this investigative scenario, we understand that education courses are frail, and they need a reform of thinking, structure and objectives, as well as the schools. This happens because education needs to start to contribute to the subjects self-formation and to be connected to the society's symbolic universe and its political, ethical and social complexity. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-18 |
dc.date.accessioned.fl_str_mv |
2018-08-28T22:04:47Z |
dc.date.available.fl_str_mv |
2018-08-28T22:04:47Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/14119 |
url |
http://repositorio.ufsm.br/handle/1/14119 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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