Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia

Detalhes bibliográficos
Autor(a) principal: Moreira, Nara
Data de Publicação: 2023
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFU
Texto Completo: https://repositorio.ufu.br/handle/123456789/37668
http://doi.org/10.14393/ufu.te.2023.187
Resumo: This research was developed in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU) in the Line of Knowledge and Educational Practices. Its general objective was to unveil the professional identities of the pedagogues who work at the IFTM Campus Uberlândia. As specific objectives, we highlight: i) Historicizing and discussing Professional and Technological Education and the institution process of the IFTM Campus Uberlândia; ii) Reflect on the professional trajectory of the first pedagogue working at the then Federal Agrotechnical School of Uberlândia (EAF-Udi) and the reverberations of her work in the posterity of the performance of the Pedagogical Support Center of the IFTM Campus Uberlândia; iii) Analyze the school community's perception of the role of pedagogues; iv) Describe the personal, training and professional paths of the pedagogues and v) Identify the knowledge of the pedagogues. This is a qualitative investigation and the data were obtained through interviews given by the pedagogues; application of questionnaires to the various segments that make up the school community; the transcription, in full, of the documentary “Trajectories” starring the professionals who idealized and carried out the teaching training action “Cycles of Reflective Studies: teaching at EPT” and the pedagogical letters written by the pedagogues participating in the 1st and 2nd Edition of the aforementioned training action . The research participants were the pedagogues who work in Professional and Technological Education at the Federal Institute of Education, Science and Technology of Triângulo Mineiro Campus Uberlândia. The study showed that the group of pedagogues lives with situations that challenge their actions, given the lack of knowledge of their attributions by a large part of the school community. The pedagogues perceive a certain prejudice and/or resistance to their work on the part of the teachers and these, therefore, perceive the need to strengthen the relationship between teachers and pedagogues. This tense relationship, often conditioned under the aegis of pedagogy as a “supervisor” of teaching work, contributes to distancing practices based on collective and collaborative work between pedagogues and teachers. The experience with the planning and execution of the training action “Cycles of Reflective Studies: teaching at EPT” re-signified the work of pedagogy professionals at the IFTM Campus Uberlândia, since, in addition to being a space for teacher training, it endorsed as a space for listening, welcoming, human development. We can see that from the institution of this training action, the pedagogues were able to expand their territory of action, as well as minimize the perception, of the teachers who participated in the training, of “supervision” for “another vision”, positioning themselves as professionals who work “with ” the teachers and not “for” the teachers. In this spectrum, knowledge is revealed that was grouped into four dimensions, namely: Technical, Human, Political and Social that were mobilized by the pedagogues within the scope of their attributions and that represent fundamental points in the way they understand themselves as professionals. In view of the above, we defend the thesis that the professional identities of the pedagogues at the IFTM Campus Uberlândia are constructed and substantiated from their life and profession trajectories and that the performance in relation to the teaching training action “Cycles of Reflective Studies: teaching in the EPT”, under the critical-collaborative perspective, potentiated the production and redefinition of knowledge in the Technical, Human, Political and Social Dimensions.
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spelling Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus UberlândiaBetween Experiences and Knowledge: the construction of the professional identity of the pedagogues at the IFTM Campus UberlândiaIdentidade Profissional das pedagogasProfissionalidade das pedagogasSaberes Profissionais das pedagogasInstitutos Federais de Educação Profissional e TecnológicaCNPQ::CIENCIAS HUMANASThis research was developed in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU) in the Line of Knowledge and Educational Practices. Its general objective was to unveil the professional identities of the pedagogues who work at the IFTM Campus Uberlândia. As specific objectives, we highlight: i) Historicizing and discussing Professional and Technological Education and the institution process of the IFTM Campus Uberlândia; ii) Reflect on the professional trajectory of the first pedagogue working at the then Federal Agrotechnical School of Uberlândia (EAF-Udi) and the reverberations of her work in the posterity of the performance of the Pedagogical Support Center of the IFTM Campus Uberlândia; iii) Analyze the school community's perception of the role of pedagogues; iv) Describe the personal, training and professional paths of the pedagogues and v) Identify the knowledge of the pedagogues. This is a qualitative investigation and the data were obtained through interviews given by the pedagogues; application of questionnaires to the various segments that make up the school community; the transcription, in full, of the documentary “Trajectories” starring the professionals who idealized and carried out the teaching training action “Cycles of Reflective Studies: teaching at EPT” and the pedagogical letters written by the pedagogues participating in the 1st and 2nd Edition of the aforementioned training action . The research participants were the pedagogues who work in Professional and Technological Education at the Federal Institute of Education, Science and Technology of Triângulo Mineiro Campus Uberlândia. The study showed that the group of pedagogues lives with situations that challenge their actions, given the lack of knowledge of their attributions by a large part of the school community. The pedagogues perceive a certain prejudice and/or resistance to their work on the part of the teachers and these, therefore, perceive the need to strengthen the relationship between teachers and pedagogues. This tense relationship, often conditioned under the aegis of pedagogy as a “supervisor” of teaching work, contributes to distancing practices based on collective and collaborative work between pedagogues and teachers. The experience with the planning and execution of the training action “Cycles of Reflective Studies: teaching at EPT” re-signified the work of pedagogy professionals at the IFTM Campus Uberlândia, since, in addition to being a space for teacher training, it endorsed as a space for listening, welcoming, human development. We can see that from the institution of this training action, the pedagogues were able to expand their territory of action, as well as minimize the perception, of the teachers who participated in the training, of “supervision” for “another vision”, positioning themselves as professionals who work “with ” the teachers and not “for” the teachers. In this spectrum, knowledge is revealed that was grouped into four dimensions, namely: Technical, Human, Political and Social that were mobilized by the pedagogues within the scope of their attributions and that represent fundamental points in the way they understand themselves as professionals. In view of the above, we defend the thesis that the professional identities of the pedagogues at the IFTM Campus Uberlândia are constructed and substantiated from their life and profession trajectories and that the performance in relation to the teaching training action “Cycles of Reflective Studies: teaching in the EPT”, under the critical-collaborative perspective, potentiated the production and redefinition of knowledge in the Technical, Human, Political and Social Dimensions.Tese (Doutorado)Esta pesquisa foi desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal de Uberlândia (PPGED/UFU) na Linha Saberes e Práticas Educativas. Teve como objetivo geral desvelar as identidades profissionais das pedagogas que atuam no IFTM Campus Uberlândia. Como objetivos específicos, destaca-se: i) Historicizar e discutir a Educação Profissional e Tecnológica e o processo de instituição do IFTM Campus Uberlândia; ii) Refletir sobre a trajetória profissional da primeira pedagoga atuante na então Escola Agrotécnica Federal de Uberlândia (EAF-Udi) e as reverberações do seu trabalho na posteridade da atuação do Núcleo de Apoio Pedagógico do IFTM Campus Uberlândia; iii) Analisar a percepção da comunidade escolar sobre o papel das pedagogas; iv) Descrever os percursos pessoais, formativos e profissionais das pedagogas e v) Identificar os saberes das pedagogas. Trata-se de uma investigação qualitativa e os dados foram obtidos por meio de entrevistas concedidas pelas pedagogas; aplicação de questionários para os vários segmentos que compõem a comunidade escolar; a transcrição, na íntegra, do documentário “Trajetórias” protagonizado pelas profissionais que idealizaram e executaram a ação formativa docente “Ciclos de Estudos Reflexivos: a docência na EPT” e as cartas pedagógicas escritas pelas pedagogas participantes da 1ª e 2ª Edição da ação formativa supracitada. As participantes da pesquisa foram as pedagogas que atuam na Educação Profissional e Tecnológica do Instituto Federal de Educação, Ciência e Tecnologia do Triângulo Mineiro Campus Uberlândia. O estudo evidenciou que o grupo de pedagogas convive com situações que desafiam suas atuações, visto o desconhecimento de suas atribuições por grande parte da comunidade escolar. As pedagogas percebem certo preconceito e/ou resistência com o seu trabalho por parte dos professores e estes, por conseguinte, percebem a necessidade de estreitar a relação entre docentes e pedagogas. Essa relação tensionada, muitas vezes, condicionada sob a égide da pedagogia como “fiscalizadora” do trabalho docente, contribui para distanciar práticas calcadas em um trabalho coletivo e colaborativo entre pedagogas e professores. A experiência com o planejamento e execução da ação formativa “Ciclos de Estudos Reflexivos: a docência na EPT” ressignificou a atuação das profissionais de pedagogia no IFTM Campus Uberlândia, pois, para além de constituir-se como um espaço de formação docente, referendou-se como um espaço de escuta, de acolhimento, de desenvolvimento humano. Podemos constatar que a partir da instituição dessa ação formativa, as pedagogas conseguiram expandir seu território de atuação, bem como minimizar a percepção, dos professores que participaram da formação, da “supervisão” para “outra visão”, posicionando como profissionais que atuam “com” os professores e não “para” os professores. Nesse espectro, desvela-se saberes que foram agrupados em quatro dimensões, sendo elas: Técnica, Humana, Política e Social que foram mobilizados pelas pedagogas no âmbito de suas atribuições e que representam pontos fundantes na maneira como se compreendem como profissionais. Diante do exposto, defendemos a tese de que as identidades profissionais das pedagogas do IFTM Campus Uberlândia são construídas e substanciadas a partir de suas trajetórias de vida e de profissão e que a atuação frente à ação formativa docente “Ciclos de Estudos Reflexivos: a docência na EPT”, sob a perspectiva crítico-colaborativa, potencializou a produção e ressignificação de saberes nas Dimensões Técnica, Humana, Política e Social.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoSilva Júnior, Astrogildo Fernandes dahttp://lattes.cnpq.br/2775429764441200Coimbra, Camila Limahttp://lattes.cnpq.br/1133741542314920Gaspar, Maria de Lourdes Ribeirohttp://lattes.cnpq.br/1300714627086845Alonso, Kátia Morosovhttp://lattes.cnpq.br/3326858103129656Fonseca, Selva Guimarãeshttp://lattes.cnpq.br/6146634282412140Moreira, Nara2023-04-05T16:49:28Z2023-04-05T16:49:28Z2023-02-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfMOREIRA, Nara. Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia. 2023. 257f. Tese (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2023. DOI http://doi.org/10.14393/ufu.te.2023.187https://repositorio.ufu.br/handle/123456789/37668http://doi.org/10.14393/ufu.te.2023.187porhttp://creativecommons.org/licenses/by-nc-nd/3.0/us/info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2023-12-13T17:50:35Zoai:repositorio.ufu.br:123456789/37668Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2023-12-13T17:50:35Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia
Between Experiences and Knowledge: the construction of the professional identity of the pedagogues at the IFTM Campus Uberlândia
title Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia
spellingShingle Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia
Moreira, Nara
Identidade Profissional das pedagogas
Profissionalidade das pedagogas
Saberes Profissionais das pedagogas
Institutos Federais de Educação Profissional e Tecnológica
CNPQ::CIENCIAS HUMANAS
title_short Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia
title_full Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia
title_fullStr Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia
title_full_unstemmed Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia
title_sort Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia
author Moreira, Nara
author_facet Moreira, Nara
author_role author
dc.contributor.none.fl_str_mv Silva Júnior, Astrogildo Fernandes da
http://lattes.cnpq.br/2775429764441200
Coimbra, Camila Lima
http://lattes.cnpq.br/1133741542314920
Gaspar, Maria de Lourdes Ribeiro
http://lattes.cnpq.br/1300714627086845
Alonso, Kátia Morosov
http://lattes.cnpq.br/3326858103129656
Fonseca, Selva Guimarães
http://lattes.cnpq.br/6146634282412140
dc.contributor.author.fl_str_mv Moreira, Nara
dc.subject.por.fl_str_mv Identidade Profissional das pedagogas
Profissionalidade das pedagogas
Saberes Profissionais das pedagogas
Institutos Federais de Educação Profissional e Tecnológica
CNPQ::CIENCIAS HUMANAS
topic Identidade Profissional das pedagogas
Profissionalidade das pedagogas
Saberes Profissionais das pedagogas
Institutos Federais de Educação Profissional e Tecnológica
CNPQ::CIENCIAS HUMANAS
description This research was developed in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU) in the Line of Knowledge and Educational Practices. Its general objective was to unveil the professional identities of the pedagogues who work at the IFTM Campus Uberlândia. As specific objectives, we highlight: i) Historicizing and discussing Professional and Technological Education and the institution process of the IFTM Campus Uberlândia; ii) Reflect on the professional trajectory of the first pedagogue working at the then Federal Agrotechnical School of Uberlândia (EAF-Udi) and the reverberations of her work in the posterity of the performance of the Pedagogical Support Center of the IFTM Campus Uberlândia; iii) Analyze the school community's perception of the role of pedagogues; iv) Describe the personal, training and professional paths of the pedagogues and v) Identify the knowledge of the pedagogues. This is a qualitative investigation and the data were obtained through interviews given by the pedagogues; application of questionnaires to the various segments that make up the school community; the transcription, in full, of the documentary “Trajectories” starring the professionals who idealized and carried out the teaching training action “Cycles of Reflective Studies: teaching at EPT” and the pedagogical letters written by the pedagogues participating in the 1st and 2nd Edition of the aforementioned training action . The research participants were the pedagogues who work in Professional and Technological Education at the Federal Institute of Education, Science and Technology of Triângulo Mineiro Campus Uberlândia. The study showed that the group of pedagogues lives with situations that challenge their actions, given the lack of knowledge of their attributions by a large part of the school community. The pedagogues perceive a certain prejudice and/or resistance to their work on the part of the teachers and these, therefore, perceive the need to strengthen the relationship between teachers and pedagogues. This tense relationship, often conditioned under the aegis of pedagogy as a “supervisor” of teaching work, contributes to distancing practices based on collective and collaborative work between pedagogues and teachers. The experience with the planning and execution of the training action “Cycles of Reflective Studies: teaching at EPT” re-signified the work of pedagogy professionals at the IFTM Campus Uberlândia, since, in addition to being a space for teacher training, it endorsed as a space for listening, welcoming, human development. We can see that from the institution of this training action, the pedagogues were able to expand their territory of action, as well as minimize the perception, of the teachers who participated in the training, of “supervision” for “another vision”, positioning themselves as professionals who work “with ” the teachers and not “for” the teachers. In this spectrum, knowledge is revealed that was grouped into four dimensions, namely: Technical, Human, Political and Social that were mobilized by the pedagogues within the scope of their attributions and that represent fundamental points in the way they understand themselves as professionals. In view of the above, we defend the thesis that the professional identities of the pedagogues at the IFTM Campus Uberlândia are constructed and substantiated from their life and profession trajectories and that the performance in relation to the teaching training action “Cycles of Reflective Studies: teaching in the EPT”, under the critical-collaborative perspective, potentiated the production and redefinition of knowledge in the Technical, Human, Political and Social Dimensions.
publishDate 2023
dc.date.none.fl_str_mv 2023-04-05T16:49:28Z
2023-04-05T16:49:28Z
2023-02-28
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 MOREIRA, Nara. Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia. 2023. 257f. Tese (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2023. DOI http://doi.org/10.14393/ufu.te.2023.187
https://repositorio.ufu.br/handle/123456789/37668
http://doi.org/10.14393/ufu.te.2023.187
identifier_str_mv MOREIRA, Nara. Entre vivências e saberes: a construção da identidade profissional das pedagogas do IFTM Campus Uberlândia. 2023. 257f. Tese (Doutorado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2023. DOI http://doi.org/10.14393/ufu.te.2023.187
url https://repositorio.ufu.br/handle/123456789/37668
http://doi.org/10.14393/ufu.te.2023.187
dc.language.iso.fl_str_mv por
language por
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dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
Brasil
Programa de Pós-graduação em Educação
publisher.none.fl_str_mv Universidade Federal de Uberlândia
Brasil
Programa de Pós-graduação em Educação
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instname:Universidade Federal de Uberlândia (UFU)
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reponame_str Repositório Institucional da UFU
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