Saberes docentes e trajetos formativos de professores de língua portuguesa da EPT
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/22319 |
Resumo: | This research is linked to the line of research Teacher Training for Professional Education of the Master in Professional and Technological Education at UFSM and to the Group of Studies and research in Initial and Continuing Teacher Training - Magma. To do so, we started with the following research question: How are the teaching knowledge constituted and in what way the formative paths are singularized by the experiential knowledge of the Portuguese Language teachers in the EBPT of a Federal Institute of Rio Grande do Sul? Is there any impact of these paths on the praxis of these teachers? Seeking to answer this question, this dissertation presents a research carried out with eight educators, which aimed to know the training paths and teaching knowledge of teachers of Portuguese Language and Brazilian Literature, working in Integrated Technical courses at the medium level of Professional and Technological Education (EPT), in the sense of analyzing how training paths and teaching knowledge influence their pedagogical practices. We seek to know their training paths, their teaching knowledge, the representations they have of teaching as well as the educational practices developed by them and that leverage the teaching of LPLB. For this, the methodological choice was qualitative research. The inclusion criteria were to be an effective teacher in the area of Letters and to be working with the discipline of LPLB in the integrated technical courses at the secondary level. As for the production of data, the interviews were of the semi-structured type, which allows for greater interaction between the interviewer and the interviewee. For data analysis, Content Analysis according to Bardin was used. It was possible to realize that the training paths of employees are full of professional choices and that experiential knowledge is essential for the success of educational practices in the classroom. In addition, LPLB teaching is based on proposals for meaningful activities for learners. Although the professors affirm that they have learned in practice to work with Integrated High School, it is important to emphasize that universities must qualify future teachers for work in EPT. |
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Saberes docentes e trajetos formativos de professores de língua portuguesa da EPTKnowing teachers and training paths for portuguese language teachers from EPTSaberes docentesEnsinoLíngua portuguesaTeaching knowledgeTeachingPortuguese languageCNPQ::CIENCIAS HUMANAS::EDUCACAOThis research is linked to the line of research Teacher Training for Professional Education of the Master in Professional and Technological Education at UFSM and to the Group of Studies and research in Initial and Continuing Teacher Training - Magma. To do so, we started with the following research question: How are the teaching knowledge constituted and in what way the formative paths are singularized by the experiential knowledge of the Portuguese Language teachers in the EBPT of a Federal Institute of Rio Grande do Sul? Is there any impact of these paths on the praxis of these teachers? Seeking to answer this question, this dissertation presents a research carried out with eight educators, which aimed to know the training paths and teaching knowledge of teachers of Portuguese Language and Brazilian Literature, working in Integrated Technical courses at the medium level of Professional and Technological Education (EPT), in the sense of analyzing how training paths and teaching knowledge influence their pedagogical practices. We seek to know their training paths, their teaching knowledge, the representations they have of teaching as well as the educational practices developed by them and that leverage the teaching of LPLB. For this, the methodological choice was qualitative research. The inclusion criteria were to be an effective teacher in the area of Letters and to be working with the discipline of LPLB in the integrated technical courses at the secondary level. As for the production of data, the interviews were of the semi-structured type, which allows for greater interaction between the interviewer and the interviewee. For data analysis, Content Analysis according to Bardin was used. It was possible to realize that the training paths of employees are full of professional choices and that experiential knowledge is essential for the success of educational practices in the classroom. In addition, LPLB teaching is based on proposals for meaningful activities for learners. Although the professors affirm that they have learned in practice to work with Integrated High School, it is important to emphasize that universities must qualify future teachers for work in EPT.Esta pesquisa se vincula à linha de pesquisa Formação Docente para a Educação Profissional do Mestrado em Educação Profissional e Tecnológica da UFSM e ao Grupo de Estudos e Pesquisas em Formação Inicial e Continuada de Professores - Magma. Para tanto partiu-se da seguinte questão de pesquisa: Como se constituem os saberes docentes e em que forma os trajetos formativos são singularizados pelos saberes experienciais dos professores de Língua Portuguesa na EBPT de um Instituto Federal do Rio Grande do Sul? Existe algum impacto destes trajetos nas práxis destes docentes? Buscando responder a esse questionamento, esta dissertação apresenta pesquisa realizada com oito educadores, a qual teve como objetivo conhecer os trajetos formativos e os saberes docentes de professores de Língua Portuguesa e Literatura Brasileira, atuantes em cursos Técnicos Integrados de nível Médio da Educação Profissional e Tecnológica (EPT), no sentido de analisar como os trajetos formativos e os saberes docentes influenciam em suas práticas pedagógicas. Buscamos conhecer seus trajetos formativos, seus saberes docentes, as representações que eles possuem da docência bem como as práticas educativas desenvolvidas por eles e que alavancam o ensino de LPLB. Para tanto, a escolha metodológica foi a pesquisa qualitativa. Os critérios de inclusão eram ser docente efetivo da área de Letras e estar trabalhando com a disciplina de LPLB nos cursos técnicos Integrados de nível Médio. Quanto à produção de dados, as entrevistas foram do tipo semiestruturada, o que permite uma maior interação entre entrevistador e entrevistado. Para análise de dados, foi utilizada a Análise de Conteúdo de acordo com Bardin. Foi possível perceber que os trajetos formativos dos colaboradores são repletos de escolhas profissionais e que os saberes experienciais são essenciais para o êxito das práticas educativas em sala de aula. Além disso, o ensino de LPLB é baseado em propostas de atividades significativas para os educandos. Apesar dos professores afirmarem que aprenderam na prática a trabalhar com o Ensino Médio Integrado, é importante salientar que as universidades devem qualificar os futuros professores para o trabalho na EPT.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em Educação Profissional e TecnológicaColégio Técnico Industrial de Santa MariaBrancher, Vantoir Robertohttp://lattes.cnpq.br/3260077562370842Oliveira, Valeska Maria Fortes deSilva, Monique daGonçalves, Paula Joseane Rocha2021-10-01T19:06:19Z2021-10-01T19:06:19Z2021-05-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/22319porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-08-08T16:00:30Zoai:repositorio.ufsm.br:1/22319Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-08-08T16:00:30Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Saberes docentes e trajetos formativos de professores de língua portuguesa da EPT Knowing teachers and training paths for portuguese language teachers from EPT |
title |
Saberes docentes e trajetos formativos de professores de língua portuguesa da EPT |
spellingShingle |
Saberes docentes e trajetos formativos de professores de língua portuguesa da EPT Gonçalves, Paula Joseane Rocha Saberes docentes Ensino Língua portuguesa Teaching knowledge Teaching Portuguese language CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Saberes docentes e trajetos formativos de professores de língua portuguesa da EPT |
title_full |
Saberes docentes e trajetos formativos de professores de língua portuguesa da EPT |
title_fullStr |
Saberes docentes e trajetos formativos de professores de língua portuguesa da EPT |
title_full_unstemmed |
Saberes docentes e trajetos formativos de professores de língua portuguesa da EPT |
title_sort |
Saberes docentes e trajetos formativos de professores de língua portuguesa da EPT |
author |
Gonçalves, Paula Joseane Rocha |
author_facet |
Gonçalves, Paula Joseane Rocha |
author_role |
author |
dc.contributor.none.fl_str_mv |
Brancher, Vantoir Roberto http://lattes.cnpq.br/3260077562370842 Oliveira, Valeska Maria Fortes de Silva, Monique da |
dc.contributor.author.fl_str_mv |
Gonçalves, Paula Joseane Rocha |
dc.subject.por.fl_str_mv |
Saberes docentes Ensino Língua portuguesa Teaching knowledge Teaching Portuguese language CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Saberes docentes Ensino Língua portuguesa Teaching knowledge Teaching Portuguese language CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research is linked to the line of research Teacher Training for Professional Education of the Master in Professional and Technological Education at UFSM and to the Group of Studies and research in Initial and Continuing Teacher Training - Magma. To do so, we started with the following research question: How are the teaching knowledge constituted and in what way the formative paths are singularized by the experiential knowledge of the Portuguese Language teachers in the EBPT of a Federal Institute of Rio Grande do Sul? Is there any impact of these paths on the praxis of these teachers? Seeking to answer this question, this dissertation presents a research carried out with eight educators, which aimed to know the training paths and teaching knowledge of teachers of Portuguese Language and Brazilian Literature, working in Integrated Technical courses at the medium level of Professional and Technological Education (EPT), in the sense of analyzing how training paths and teaching knowledge influence their pedagogical practices. We seek to know their training paths, their teaching knowledge, the representations they have of teaching as well as the educational practices developed by them and that leverage the teaching of LPLB. For this, the methodological choice was qualitative research. The inclusion criteria were to be an effective teacher in the area of Letters and to be working with the discipline of LPLB in the integrated technical courses at the secondary level. As for the production of data, the interviews were of the semi-structured type, which allows for greater interaction between the interviewer and the interviewee. For data analysis, Content Analysis according to Bardin was used. It was possible to realize that the training paths of employees are full of professional choices and that experiential knowledge is essential for the success of educational practices in the classroom. In addition, LPLB teaching is based on proposals for meaningful activities for learners. Although the professors affirm that they have learned in practice to work with Integrated High School, it is important to emphasize that universities must qualify future teachers for work in EPT. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-01T19:06:19Z 2021-10-01T19:06:19Z 2021-05-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/22319 |
url |
http://repositorio.ufsm.br/handle/1/22319 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Profissional e Tecnológica Colégio Técnico Industrial de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Profissional e Tecnológica Colégio Técnico Industrial de Santa Maria |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922170904248320 |