O grupo reflexivo como dispositivo de aprendizagem docente na educação superior
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/3457 |
Resumo: | The focus of this research is in the group as a device for the professors learning in superior education and for their practice. This study is in the Formation Research Line, Knowledge and Professional development of the Post-graduation Program on Education of the Federal University of Santa Maria, Rio Grande do Sul state. The objectives of the study development were: to understand the constitution of a reflexive group as a device for the professors learning in the superior education, to identify the constructive movements of this group, to analyze how the construction of the professors learning occurs from a reflexive group and to investigate that the learning occurs from it. During the development of this thesis it was aimed to answer the following statements: How a reflexive group thought to be a device for learning in the superior education is made? The experience of making part of a reflexive group stimulates the construction of the professors learning? What learning comes from a reflexive group? To answer these questions it was used a qualitative and narrative methodological approach (CLANDININ e CONNELY, 1995). It was developed from fifteen meetings of a group of sixteen professors of a Physics Therapy course from a Confessional Superior Institution in the inland of Rio Grande do Sul state. The instrument for the data collection was a field diary and the professors adopted the class diary as a tool for generating reflection in the group. Another instrument, used as a propellant of the reflection of professors, was their experiences, being these planned and organized for the meetings. The meetings were recorded, written, made unique and categorized for the discursive textual analysis (MORAES and GAGLIAZZI, 2007). The track allowed the identification, at first, of the real group dynamic involving three constructive movements: (1) the initial articulation, (2) approximations and removals and (3) reflexive continuum . For the understanding and the interpretation of this stage, the readings that became references of analysis and understanding are based on Lewin s books (1948; 1965), Ferry (2004; 1976), Josso (2004), Cunha (2006; 2008), Souto (2007) and Oliveira (2009); for the group, Dewey (1976; 1965; 1959) Schön (2000) and Zeichner (1993, 2008); for the reflexive professor, together with Zabalza (2004) e Nóvoa (1992, 2007). The group as a device for the learning is in the description, interpretation and discussion of the categories the emerged from the group: (1) simplification of the professors learning, (2) the manifestation of consciousness about being a professor and (3), the (re)meaning of professors learning. For the discussion about learning how to be a professor, the references of Vygotsky (1995; 1989; 1982), Leontiev (1984), Vygotsky, Lúria e Leontiev (1989), Cunha (2001, 2005, 2006, 2008), Isaia (2006, 2008), Isaia e Bolzan (2007, 2004), Bolzan (2002, 2006) and Maciel (2006) are highlighted. The group is a learning device from the understanding that this learning passes by the personal relations that exist in the superior teaching along with the place where this learning happens. It finishes with the reflection about the elements that are specific and contextual of the superior teaching. The professors learning is, thus, a interpersonal and intrapersonal process which is fruitful in the group context once it happens in a motivational and sharing environment, which promotes transformation in the feeling, in thinking and in acting by the professors. |
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2012-02-162012-02-162011-06-21PIVETTA, Hedioneia Maria Foletto. A REFLEXIVE GROUP AS DEVICE FOR THE PROFESSORS LEARNING IN SUPERIOR EDUCATION. 2011. 213 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011.http://repositorio.ufsm.br/handle/1/3457The focus of this research is in the group as a device for the professors learning in superior education and for their practice. This study is in the Formation Research Line, Knowledge and Professional development of the Post-graduation Program on Education of the Federal University of Santa Maria, Rio Grande do Sul state. The objectives of the study development were: to understand the constitution of a reflexive group as a device for the professors learning in the superior education, to identify the constructive movements of this group, to analyze how the construction of the professors learning occurs from a reflexive group and to investigate that the learning occurs from it. During the development of this thesis it was aimed to answer the following statements: How a reflexive group thought to be a device for learning in the superior education is made? The experience of making part of a reflexive group stimulates the construction of the professors learning? What learning comes from a reflexive group? To answer these questions it was used a qualitative and narrative methodological approach (CLANDININ e CONNELY, 1995). It was developed from fifteen meetings of a group of sixteen professors of a Physics Therapy course from a Confessional Superior Institution in the inland of Rio Grande do Sul state. The instrument for the data collection was a field diary and the professors adopted the class diary as a tool for generating reflection in the group. Another instrument, used as a propellant of the reflection of professors, was their experiences, being these planned and organized for the meetings. The meetings were recorded, written, made unique and categorized for the discursive textual analysis (MORAES and GAGLIAZZI, 2007). The track allowed the identification, at first, of the real group dynamic involving three constructive movements: (1) the initial articulation, (2) approximations and removals and (3) reflexive continuum . For the understanding and the interpretation of this stage, the readings that became references of analysis and understanding are based on Lewin s books (1948; 1965), Ferry (2004; 1976), Josso (2004), Cunha (2006; 2008), Souto (2007) and Oliveira (2009); for the group, Dewey (1976; 1965; 1959) Schön (2000) and Zeichner (1993, 2008); for the reflexive professor, together with Zabalza (2004) e Nóvoa (1992, 2007). The group as a device for the learning is in the description, interpretation and discussion of the categories the emerged from the group: (1) simplification of the professors learning, (2) the manifestation of consciousness about being a professor and (3), the (re)meaning of professors learning. For the discussion about learning how to be a professor, the references of Vygotsky (1995; 1989; 1982), Leontiev (1984), Vygotsky, Lúria e Leontiev (1989), Cunha (2001, 2005, 2006, 2008), Isaia (2006, 2008), Isaia e Bolzan (2007, 2004), Bolzan (2002, 2006) and Maciel (2006) are highlighted. The group is a learning device from the understanding that this learning passes by the personal relations that exist in the superior teaching along with the place where this learning happens. It finishes with the reflection about the elements that are specific and contextual of the superior teaching. The professors learning is, thus, a interpersonal and intrapersonal process which is fruitful in the group context once it happens in a motivational and sharing environment, which promotes transformation in the feeling, in thinking and in acting by the professors.O foco do estudo da pesquisa centrou-se no grupo como dispositivo de aprendizagem docente de professores da educação superior que refletem a sua prática. Insere-se na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria/RS. Os objetivos que nortearam o desenvolvimento do estudo foram: compreender a constituição de um grupo reflexivo como dispositivo de aprendizagem docente para professores da educação superior; identificar os movimentos construtivos deste grupo; analisar como ocorre a construção da aprendizagem docente a partir de um grupo reflexivo e investigar que aprendizagens ocorrem a partir dele. Ao longo do desenvolvimento da tese procurou-se responder aos seguintes questionamentos: como se constitui um grupo reflexivo pensado como dispositivo de aprendizagem da docência superior? A experiência de participar de um grupo reflexivo estimula a construção da aprendizagem docente? Que aprendizagens decorrem de um grupo reflexivo? Para responder as estas questões, o caminho percorrido envolveu a abordagem metodológica de cunho qualitativo narrativo (CLANDININ e CONNELY, 1995). Desenvolveu-se a seguir quinze encontros com um grupo de dezesseis professores de um curso de Fisioterapia de uma Instituição de Ensino Superior Confessional do interior do Estado do Rio Grande do Sul. O instrumento de coleta de dados foi o diário de campo e os professores adotaram o diário de aula como instrumento gerador da reflexão do grupo. Outro instrumento utilizado como propulsor da reflexão dos professores foram as vivências, sendo estas planejadas e organizadas para os encontros, conforme o desenvolvimento dos mesmos. Os encontros foram gravados, transcritos, unitarizados e categorizados para a análise textual discursiva (MORAES e GAGLIAZZI, 2007). O percurso trilhado permitiu identificar, primeiramente, a dinâmica grupal envolvendo três movimentos construtivos: (1) articulação inicial, (2) aproximações e afastamentos e (3) continuum reflexivo. Para compreensão e interpretação dessa fase do estudo, as leituras que se constituíram como referenciais de análise e entendimento estão respaldadas nas obras de Lewin (1948; 1965), Ferry (2004; 1976), Josso (2004), Cunha (2006; 2008), Souto (2007) e Oliveira (2009); para o grupal, Dewey (1976; 1965; 1959) Schön (2000) e Zeichner (1993, 2008); para professor reflexivo, entremeando com Zabalza (2004) e Nóvoa (1992, 2007). O grupo como dispositivo de aprendizagem docente se efetiva na descrição, interpretação e discussão das categorias que emergiram do grupal: (1) simplificação da aprendizagem docente, (2) a manifestação da consciência de ser professor e (3) a [re] significação da aprendizagem docente. Para a discussão sobre aprender a ser professor, destacam-se referenciais de Vygotski (1995; 1989; 1982), Leontiev (1984), Vygotski, Lúria e Leontiev (1989), Cunha (2001, 2005, 2006, 2008), Isaia (2006, 2008), Isaia e Bolzan (2007, 2004), Bolzan (2002, 2006) e Maciel (2006). O grupo se constitui como dispositivo de aprendizagem docente a partir da compreensão de que esse aprender perpassa pelas relações sociais que se estabelecem na docência superior, atreladas ao espaço lugar onde acontece essa aprendizagem. Culmina com a reflexão dos elementos que são próprios, contextuais e específicos da docência superior. A aprendizagem docente constitui-se, assim, em um processo inter e intrapessoal e interrelacional profícuo no contexto grupal, uma vez que se estabelece como um ambiente motivacional e de compartilhamento, promotor da transformação no sentir, no pensar e no agir dos professores.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoGrupo reflexivoAprendizagem docenteEducação superiorReflexive groupProfessors LearningSuperior educationCNPQ::CIENCIAS HUMANAS::EDUCACAOO grupo reflexivo como dispositivo de aprendizagem docente na educação superiorA reflexive group as device for the professors learning in superior educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisIsaia, Silvia Maria de Aguiarhttp://lattes.cnpq.br/0954246692473735Rocha, Vera Maria dahttp://lattes.cnpq.br/4968240171699518Fernandes, Cleoni Maria Barbozahttp://lattes.cnpq.br/0233489763906464Bolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Veiga, Adriana Moreira da Rochahttp://lattes.cnpq.br/9245252793422468http://lattes.cnpq.br/9518521941876440Pivetta, Hedioneia Maria Foletto70080000000640030030030030030030000d25693-7f0f-4df8-bd16-71f3df5626f2fd27629e-865d-49c4-bf7b-22effc8c6437ba7ed17e-72fc-461f-afc5-60ec3ae25288c5a49ee6-9c15-48e0-812c-ef7b97f2c92d4502039a-af58-41a8-b247-74a8966c0a20d902abe5-9538-40f8-957b-b8ce59e8fdbdinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALPIVETTA, HEDIONEIA MARIA FOLETTO.pdfapplication/pdf1048789http://repositorio.ufsm.br/bitstream/1/3457/1/PIVETTA%2c%20HEDIONEIA%20MARIA%20FOLETTO.pdf23227519077a93cd3c014addb52beeabMD51TEXTPIVETTA, HEDIONEIA MARIA FOLETTO.pdf.txtPIVETTA, HEDIONEIA MARIA FOLETTO.pdf.txtExtracted texttext/plain504452http://repositorio.ufsm.br/bitstream/1/3457/2/PIVETTA%2c%20HEDIONEIA%20MARIA%20FOLETTO.pdf.txtf2bdf8ca4a47575a3df79746dc2a5183MD52THUMBNAILPIVETTA, HEDIONEIA MARIA FOLETTO.pdf.jpgPIVETTA, HEDIONEIA MARIA FOLETTO.pdf.jpgIM Thumbnailimage/jpeg4857http://repositorio.ufsm.br/bitstream/1/3457/3/PIVETTA%2c%20HEDIONEIA%20MARIA%20FOLETTO.pdf.jpgd28c975bcb9d7710e0a5e9435020005aMD531/34572022-01-03 13:25:14.621oai:repositorio.ufsm.br:1/3457Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-01-03T16:25:14Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
O grupo reflexivo como dispositivo de aprendizagem docente na educação superior |
dc.title.alternative.eng.fl_str_mv |
A reflexive group as device for the professors learning in superior education |
title |
O grupo reflexivo como dispositivo de aprendizagem docente na educação superior |
spellingShingle |
O grupo reflexivo como dispositivo de aprendizagem docente na educação superior Pivetta, Hedioneia Maria Foletto Grupo reflexivo Aprendizagem docente Educação superior Reflexive group Professors Learning Superior education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O grupo reflexivo como dispositivo de aprendizagem docente na educação superior |
title_full |
O grupo reflexivo como dispositivo de aprendizagem docente na educação superior |
title_fullStr |
O grupo reflexivo como dispositivo de aprendizagem docente na educação superior |
title_full_unstemmed |
O grupo reflexivo como dispositivo de aprendizagem docente na educação superior |
title_sort |
O grupo reflexivo como dispositivo de aprendizagem docente na educação superior |
author |
Pivetta, Hedioneia Maria Foletto |
author_facet |
Pivetta, Hedioneia Maria Foletto |
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 |
Rocha, Vera Maria da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4968240171699518 |
dc.contributor.referee2.fl_str_mv |
Fernandes, Cleoni Maria Barboza |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0233489763906464 |
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 |
Veiga, Adriana Moreira da Rocha |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/9245252793422468 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9518521941876440 |
dc.contributor.author.fl_str_mv |
Pivetta, Hedioneia Maria Foletto |
contributor_str_mv |
Isaia, Silvia Maria de Aguiar Rocha, Vera Maria da Fernandes, Cleoni Maria Barboza Bolzan, Doris Pires Vargas Veiga, Adriana Moreira da Rocha |
dc.subject.por.fl_str_mv |
Grupo reflexivo Aprendizagem docente Educação superior |
topic |
Grupo reflexivo Aprendizagem docente Educação superior Reflexive group Professors Learning Superior education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Reflexive group Professors Learning Superior education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The focus of this research is in the group as a device for the professors learning in superior education and for their practice. This study is in the Formation Research Line, Knowledge and Professional development of the Post-graduation Program on Education of the Federal University of Santa Maria, Rio Grande do Sul state. The objectives of the study development were: to understand the constitution of a reflexive group as a device for the professors learning in the superior education, to identify the constructive movements of this group, to analyze how the construction of the professors learning occurs from a reflexive group and to investigate that the learning occurs from it. During the development of this thesis it was aimed to answer the following statements: How a reflexive group thought to be a device for learning in the superior education is made? The experience of making part of a reflexive group stimulates the construction of the professors learning? What learning comes from a reflexive group? To answer these questions it was used a qualitative and narrative methodological approach (CLANDININ e CONNELY, 1995). It was developed from fifteen meetings of a group of sixteen professors of a Physics Therapy course from a Confessional Superior Institution in the inland of Rio Grande do Sul state. The instrument for the data collection was a field diary and the professors adopted the class diary as a tool for generating reflection in the group. Another instrument, used as a propellant of the reflection of professors, was their experiences, being these planned and organized for the meetings. The meetings were recorded, written, made unique and categorized for the discursive textual analysis (MORAES and GAGLIAZZI, 2007). The track allowed the identification, at first, of the real group dynamic involving three constructive movements: (1) the initial articulation, (2) approximations and removals and (3) reflexive continuum . For the understanding and the interpretation of this stage, the readings that became references of analysis and understanding are based on Lewin s books (1948; 1965), Ferry (2004; 1976), Josso (2004), Cunha (2006; 2008), Souto (2007) and Oliveira (2009); for the group, Dewey (1976; 1965; 1959) Schön (2000) and Zeichner (1993, 2008); for the reflexive professor, together with Zabalza (2004) e Nóvoa (1992, 2007). The group as a device for the learning is in the description, interpretation and discussion of the categories the emerged from the group: (1) simplification of the professors learning, (2) the manifestation of consciousness about being a professor and (3), the (re)meaning of professors learning. For the discussion about learning how to be a professor, the references of Vygotsky (1995; 1989; 1982), Leontiev (1984), Vygotsky, Lúria e Leontiev (1989), Cunha (2001, 2005, 2006, 2008), Isaia (2006, 2008), Isaia e Bolzan (2007, 2004), Bolzan (2002, 2006) and Maciel (2006) are highlighted. The group is a learning device from the understanding that this learning passes by the personal relations that exist in the superior teaching along with the place where this learning happens. It finishes with the reflection about the elements that are specific and contextual of the superior teaching. The professors learning is, thus, a interpersonal and intrapersonal process which is fruitful in the group context once it happens in a motivational and sharing environment, which promotes transformation in the feeling, in thinking and in acting by the professors. |
publishDate |
2011 |
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2011-06-21 |
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2012-02-16 |
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2012-02-16 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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PIVETTA, Hedioneia Maria Foletto. A REFLEXIVE GROUP AS DEVICE FOR THE PROFESSORS LEARNING IN SUPERIOR EDUCATION. 2011. 213 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011. |
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http://repositorio.ufsm.br/handle/1/3457 |
identifier_str_mv |
PIVETTA, Hedioneia Maria Foletto. A REFLEXIVE GROUP AS DEVICE FOR THE PROFESSORS LEARNING IN SUPERIOR EDUCATION. 2011. 213 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011. |
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http://repositorio.ufsm.br/handle/1/3457 |
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