Os movimentos de formação docente no projeto orientador de atividade
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/1/14626 |
Resumo: | The present study is bound up to Programa de Pós-Graduação em Educação of Universidade Federal de Santa Maria (UFSM), in the research line "LP1 - Formação, Saberes e Desenvolvimento Profissional”. The main purpose was to investigate the essential relations of the teacher training movement in Clube de Matemática project – based on the perspective of Historical-Cultural Theory. CluMat/UFSM project, which began as an extension action focused on students from initial years, has been constituted as a formative space for its participants. This research was conducted based on the Cultural-Historical Theory (Vigotsky), Activity Theory (Leontiev) and Teaching-Orienting Activities (Moura). Accordingly, the applied methodology is described by the structure of the activity, which presents the need, reason, actions and procedures which were constituted during the development of the research. The production of the data occurred from the monitoring of the work of Clube de Matemática/UFSM, in 2015. The participants of this research were undergraduate students, teachers of basic education and collaborators who are part of the project. The data are presented based on what Moura (2002) defines as training episodes, which constitute the units of analysis (VYGOTSKY, 1991), which were delimited by the theory that this research was based. A question was raised: “What are the essential relationships of the teacher training movement in a project?". This question triggered three units of analysis - which aimed to represent the totality of what constitutes a guiding project of activity. – in other words: scientific knowledge, organization of teaching and human development. Based on this research, it is confirmed that a guiding project of teacher training activity, when based on the collectivity, stands up for: scientific knowledge, organization of teaching and sufficient relations. Therefore, the thesis defended in this paper, taking into consideration that the participants, when act based on reference of group work with characteristics of collectivity, are in a process of signification of their formation based on the essential relations that guide their actions in the project that is constituted as an activity. |
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Os movimentos de formação docente no projeto orientador de atividadeThe teacher training movements in the guidind project of activityClube de matemáticaProjeto orientador de atividadeFormação compartilhadaAtividade orientadora de ensinoFormação de professoresAnos iniciais do ensino fundamentalEducação matemáticaMathematics clubShared formationGuiding project of activityGuiding teaching activityTeacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOThe present study is bound up to Programa de Pós-Graduação em Educação of Universidade Federal de Santa Maria (UFSM), in the research line "LP1 - Formação, Saberes e Desenvolvimento Profissional”. The main purpose was to investigate the essential relations of the teacher training movement in Clube de Matemática project – based on the perspective of Historical-Cultural Theory. CluMat/UFSM project, which began as an extension action focused on students from initial years, has been constituted as a formative space for its participants. This research was conducted based on the Cultural-Historical Theory (Vigotsky), Activity Theory (Leontiev) and Teaching-Orienting Activities (Moura). Accordingly, the applied methodology is described by the structure of the activity, which presents the need, reason, actions and procedures which were constituted during the development of the research. The production of the data occurred from the monitoring of the work of Clube de Matemática/UFSM, in 2015. The participants of this research were undergraduate students, teachers of basic education and collaborators who are part of the project. The data are presented based on what Moura (2002) defines as training episodes, which constitute the units of analysis (VYGOTSKY, 1991), which were delimited by the theory that this research was based. A question was raised: “What are the essential relationships of the teacher training movement in a project?". This question triggered three units of analysis - which aimed to represent the totality of what constitutes a guiding project of activity. – in other words: scientific knowledge, organization of teaching and human development. Based on this research, it is confirmed that a guiding project of teacher training activity, when based on the collectivity, stands up for: scientific knowledge, organization of teaching and sufficient relations. Therefore, the thesis defended in this paper, taking into consideration that the participants, when act based on reference of group work with characteristics of collectivity, are in a process of signification of their formation based on the essential relations that guide their actions in the project that is constituted as an activity.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO presente trabalho é vinculado ao Programa de Pós-Graduação em Educação da UFSM, na linha de pesquisa “LP1 - Formação, Saberes e Desenvolvimento Profissional”. O principal objetivo foi investigar as relações essenciais do movimento de formação docente no projeto Clube de Matemática – na perspectiva da Teoria Histórico-Cultural. O projeto CluMat/UFSM, que iniciou como uma ação de extensão voltada a alunos dos anos iniciais, tem-se constituído como um espaço de formação aos seus participantes. Os pressupostos teóricos que embasaram esta pesquisa pautaram-se pela Teoria Histórico-Cultural (Vigotsky), a Teoria da Atividade (Leontiev) e a Atividade Orientadora de Ensino (Moura). Consoante a isso, a metodologia utilizada é descrita pela estrutura da atividade, na qual se apresenta a necessidade, o motivo, as ações e operações que se constituíram no desenvolvimento da investigação. A produção dos dados deu-se a partir do acompanhamento do trabalho do Clube de Matemática/UFSM no ano de 2015, sendo os sujeitos da pesquisa as acadêmicas de graduação, professoras da educação básica e colaboradoras desse projeto. Os dados são apresentados a partir do que Moura (2002) define como episódios de formação, que constituem as unidades de análise (VYGOTSKY, 1991), que foram balizadas pela teoria que deu base a esta pesquisa. A questão que foi levantada: “Quais a relações essenciais do movimento de formação docente em um projeto?”, desencadeou três unidades de análise – tendo como intuito representar a totalidade do que constitui um projeto orientador de atividade – ou seja: o conhecimento científico, a organização do ensino e a formação humana. A partir desta pesquisa, assevera-se que um projeto orientador de atividade de formação docente quando, pautado na coletividade, prima por: conhecimentos científicos, organização do ensino e relações suficientes para que haja formação humana para além das dimensões do próprio projeto. Destaca-se, portanto, a tese defendida neste trabalho, considerando que os sujeitos, quando agem tendo como referência o trabalho em grupo com características de um coletivo, estão em processo de significação de sua formação a partir das relações essenciais que objetivam suas ações no projeto que se constitui como atividade.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Moura, Manoel Oriosvaldo dehttp://lattes.cnpq.br/3536854228318246Damazio, Ademirhttp://lattes.cnpq.br/4995772976409473Bolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Araujo, Elaine Sampaiohttp://lattes.cnpq.br/7342839505214436Marco, Fabiana Fiorezi dehttp://lattes.cnpq.br/3302431723262783Borowsky, Halana Garcez2018-10-22T18:34:50Z2018-10-22T18:34:50Z2017-08-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/14626porAttribution-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:UFSM2022-05-10T12:16:31Zoai:repositorio.ufsm.br:1/14626Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-05-10T12:16:31Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Os movimentos de formação docente no projeto orientador de atividade The teacher training movements in the guidind project of activity |
title |
Os movimentos de formação docente no projeto orientador de atividade |
spellingShingle |
Os movimentos de formação docente no projeto orientador de atividade Borowsky, Halana Garcez Clube de matemática Projeto orientador de atividade Formação compartilhada Atividade orientadora de ensino Formação de professores Anos iniciais do ensino fundamental Educação matemática Mathematics club Shared formation Guiding project of activity Guiding teaching activity Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Os movimentos de formação docente no projeto orientador de atividade |
title_full |
Os movimentos de formação docente no projeto orientador de atividade |
title_fullStr |
Os movimentos de formação docente no projeto orientador de atividade |
title_full_unstemmed |
Os movimentos de formação docente no projeto orientador de atividade |
title_sort |
Os movimentos de formação docente no projeto orientador de atividade |
author |
Borowsky, Halana Garcez |
author_facet |
Borowsky, Halana Garcez |
author_role |
author |
dc.contributor.none.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira http://lattes.cnpq.br/7102436522771207 Moura, Manoel Oriosvaldo de http://lattes.cnpq.br/3536854228318246 Damazio, Ademir http://lattes.cnpq.br/4995772976409473 Bolzan, Doris Pires Vargas http://lattes.cnpq.br/3167841618840023 Araujo, Elaine Sampaio http://lattes.cnpq.br/7342839505214436 Marco, Fabiana Fiorezi de http://lattes.cnpq.br/3302431723262783 |
dc.contributor.author.fl_str_mv |
Borowsky, Halana Garcez |
dc.subject.por.fl_str_mv |
Clube de matemática Projeto orientador de atividade Formação compartilhada Atividade orientadora de ensino Formação de professores Anos iniciais do ensino fundamental Educação matemática Mathematics club Shared formation Guiding project of activity Guiding teaching activity Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Clube de matemática Projeto orientador de atividade Formação compartilhada Atividade orientadora de ensino Formação de professores Anos iniciais do ensino fundamental Educação matemática Mathematics club Shared formation Guiding project of activity Guiding teaching activity Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present study is bound up to Programa de Pós-Graduação em Educação of Universidade Federal de Santa Maria (UFSM), in the research line "LP1 - Formação, Saberes e Desenvolvimento Profissional”. The main purpose was to investigate the essential relations of the teacher training movement in Clube de Matemática project – based on the perspective of Historical-Cultural Theory. CluMat/UFSM project, which began as an extension action focused on students from initial years, has been constituted as a formative space for its participants. This research was conducted based on the Cultural-Historical Theory (Vigotsky), Activity Theory (Leontiev) and Teaching-Orienting Activities (Moura). Accordingly, the applied methodology is described by the structure of the activity, which presents the need, reason, actions and procedures which were constituted during the development of the research. The production of the data occurred from the monitoring of the work of Clube de Matemática/UFSM, in 2015. The participants of this research were undergraduate students, teachers of basic education and collaborators who are part of the project. The data are presented based on what Moura (2002) defines as training episodes, which constitute the units of analysis (VYGOTSKY, 1991), which were delimited by the theory that this research was based. A question was raised: “What are the essential relationships of the teacher training movement in a project?". This question triggered three units of analysis - which aimed to represent the totality of what constitutes a guiding project of activity. – in other words: scientific knowledge, organization of teaching and human development. Based on this research, it is confirmed that a guiding project of teacher training activity, when based on the collectivity, stands up for: scientific knowledge, organization of teaching and sufficient relations. Therefore, the thesis defended in this paper, taking into consideration that the participants, when act based on reference of group work with characteristics of collectivity, are in a process of signification of their formation based on the essential relations that guide their actions in the project that is constituted as an activity. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-08-25 2018-10-22T18:34:50Z 2018-10-22T18:34:50Z |
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/1/14626 |
url |
http://repositorio.ufsm.br/handle/1/14626 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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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 Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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