The construction of teaching learning: hearing licensing in supervised curriculum internship

Detalhes bibliográficos
Autor(a) principal: Pagliarin, Lidiane Limana Puiati
Data de Publicação: 2019
Outros Autores: Silva, Ivone Maria Mendes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
DOI: 10.26512/lc.v25.2019.24016
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/24016
Resumo: The aim of the research was to understand how teaching learning occurs in pedagogy students, highlighting the processes and formative contexts (ILLERIS, 2013; LAVE, 2013) that made learning possible. The sources of information were narratives constructed in focus groups by academics in their first supervised curricular internship in basic education. In summary, the learning emphasized was the knowledge of the subjects with which they worked and the understanding of teaching as a profession. The most cited learning contexts were university and school. In synthesis, there are several learning processes being (re) constructed, originating from both individual processes and also from interactions with other subjects.
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spelling The construction of teaching learning: hearing licensing in supervised curriculum internshipLa construcción del aprendizaje de la docencia: Oyendo licenciandas en estadio curricular supervisadoLa construction de l'apprentissage en enseignement: écouter des licences en stade curriculaire superviséA construção da aprendizagem da docência: Ouvindo licenciandas em estágio curricular supervisionadoFormação de professoresAprendizagem da docênciaProcessos e contextos formativosFormación de professoresAprendizaje de la docênciaProcesos y contextos formativosTeacher educationTeacher's learningFormative processes and contextsThe aim of the research was to understand how teaching learning occurs in pedagogy students, highlighting the processes and formative contexts (ILLERIS, 2013; LAVE, 2013) that made learning possible. The sources of information were narratives constructed in focus groups by academics in their first supervised curricular internship in basic education. In summary, the learning emphasized was the knowledge of the subjects with which they worked and the understanding of teaching as a profession. The most cited learning contexts were university and school. In synthesis, there are several learning processes being (re) constructed, originating from both individual processes and also from interactions with other subjects.La investigación tuvo por objetivo comprender còmo ocurre el aprendizaje de la docencia en licenciandas en formación inicial, destacando procesos y contextos (ILLERIS, 2013, LAVE, 2013) que las oportunizaron. Se analizaron narrativas producidas en grupos focales por las académicas sobre su primer estadio curricular supervisado en la educación básica. Los aprendizajes enfatizados incluyen conocimiento de los sujetos con que trabajaron y comprensión de la docencia como profesión. Los contextos de aprendizaje más citados fueron la universidad y las escuelas. En síntesis, hay aprendizajes diversos siendo (re) construidos, oriundas tanto de procesos individuales como también provenientes de interacciones con otros sujetos.Cet article discute comment les principales pratiques constructives des diplômes par rapport à l'enseignement fonctionnent, mettant en évidence les processus et les contextes (ILLERIS, 2013, LAVE, 2013) qui leur ont donné des opportunités. Les récits produits dans des groupes de discussion par des universitaires sur leur premier stage scolaire supervisé dans l'éducation de base ont été analysés. Comme apprentissage appris, la connaissance des sujets avec le travail et la compréhension de l'enseignement en tant que profession. Les contextes d'apprentissage, comme être plus problématisé à l'université et à l'école, avec la reconnaissance que les interactions avec les enseignants et les pairs sont des processus fondamentaux pour l'enseignement de l'apprentissage.A pesquisa teve por objetivo compreender como ocorre a aprendizagem da docência em licenciandas em formação inicial, destacando processos e contextos (ILLERIS, 2013; LAVE, 2013) que as oportunizaram. Analisaram-se narrativas produzidas em grupos focais pelas acadêmicas sobre seu primeiro estágio curricular supervisionado na educação básica. As aprendizagens enfatizadas incluem conhecimento dos sujeitos com que trabalharam e compreensão da docência como profissão. Os contextos de aprendizagem mais citados foram universidade e escolas. Em síntese, há aprendizagens diversas sendo (re)construídas, oriundas tanto de processos individuais como também provenientes de interações com outros sujeitos.Faculdade de Educação - Universidade de Brasília2019-11-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/2401610.26512/lc.v25.2019.24016Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e24016Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e24016Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e240161981-04311516-489610.26512/lc.v25.2019reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/24016/23539https://periodicos.unb.br/index.php/linhascriticas/article/view/24016/31686Copyright (c) 2019 Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPagliarin, Lidiane Limana PuiatiSilva, Ivone Maria Mendes2022-02-08T20:18:10Zoai:ojs.pkp.sfu.ca:article/24016Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-02-08T20:18:10Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv The construction of teaching learning: hearing licensing in supervised curriculum internship
La construcción del aprendizaje de la docencia: Oyendo licenciandas en estadio curricular supervisado
La construction de l'apprentissage en enseignement: écouter des licences en stade curriculaire supervisé
A construção da aprendizagem da docência: Ouvindo licenciandas em estágio curricular supervisionado
title The construction of teaching learning: hearing licensing in supervised curriculum internship
spellingShingle The construction of teaching learning: hearing licensing in supervised curriculum internship
The construction of teaching learning: hearing licensing in supervised curriculum internship
Pagliarin, Lidiane Limana Puiati
Formação de professores
Aprendizagem da docência
Processos e contextos formativos
Formación de professores
Aprendizaje de la docência
Procesos y contextos formativos
Teacher education
Teacher's learning
Formative processes and contexts
Pagliarin, Lidiane Limana Puiati
Formação de professores
Aprendizagem da docência
Processos e contextos formativos
Formación de professores
Aprendizaje de la docência
Procesos y contextos formativos
Teacher education
Teacher's learning
Formative processes and contexts
title_short The construction of teaching learning: hearing licensing in supervised curriculum internship
title_full The construction of teaching learning: hearing licensing in supervised curriculum internship
title_fullStr The construction of teaching learning: hearing licensing in supervised curriculum internship
The construction of teaching learning: hearing licensing in supervised curriculum internship
title_full_unstemmed The construction of teaching learning: hearing licensing in supervised curriculum internship
The construction of teaching learning: hearing licensing in supervised curriculum internship
title_sort The construction of teaching learning: hearing licensing in supervised curriculum internship
author Pagliarin, Lidiane Limana Puiati
author_facet Pagliarin, Lidiane Limana Puiati
Pagliarin, Lidiane Limana Puiati
Silva, Ivone Maria Mendes
Silva, Ivone Maria Mendes
author_role author
author2 Silva, Ivone Maria Mendes
author2_role author
dc.contributor.author.fl_str_mv Pagliarin, Lidiane Limana Puiati
Silva, Ivone Maria Mendes
dc.subject.por.fl_str_mv Formação de professores
Aprendizagem da docência
Processos e contextos formativos
Formación de professores
Aprendizaje de la docência
Procesos y contextos formativos
Teacher education
Teacher's learning
Formative processes and contexts
topic Formação de professores
Aprendizagem da docência
Processos e contextos formativos
Formación de professores
Aprendizaje de la docência
Procesos y contextos formativos
Teacher education
Teacher's learning
Formative processes and contexts
description The aim of the research was to understand how teaching learning occurs in pedagogy students, highlighting the processes and formative contexts (ILLERIS, 2013; LAVE, 2013) that made learning possible. The sources of information were narratives constructed in focus groups by academics in their first supervised curricular internship in basic education. In summary, the learning emphasized was the knowledge of the subjects with which they worked and the understanding of teaching as a profession. The most cited learning contexts were university and school. In synthesis, there are several learning processes being (re) constructed, originating from both individual processes and also from interactions with other subjects.
publishDate 2019
dc.date.none.fl_str_mv 2019-11-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/24016
10.26512/lc.v25.2019.24016
url https://periodicos.unb.br/index.php/linhascriticas/article/view/24016
identifier_str_mv 10.26512/lc.v25.2019.24016
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/24016/23539
https://periodicos.unb.br/index.php/linhascriticas/article/view/24016/31686
dc.rights.driver.fl_str_mv Copyright (c) 2019 Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Linhas Críticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e24016
Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e24016
Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e24016
1981-0431
1516-4896
10.26512/lc.v25.2019
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
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dc.identifier.doi.none.fl_str_mv 10.26512/lc.v25.2019.24016

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