Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/3930 |
Resumo: | Considering the theor etical and political aspects present in the Scholarship Programs for Beginner Teachers (PIBID), the current paper aims to present a panoramic view of the Teachers Education Policy in Luis Inácio Lula da Silva (2003 - 2010), and Dilma Rousseff (2014/Michel Temer) government, regarding to understand the moviments that are intertwined in a contradictory way in the current reality, as remnants of the previous governments. In relation to the PIBID, as na educational policy for teacher seducation, we seek to analyzeifthe policies that support the program explain some doctrine, thusunderlining a the oreticaland political-pedagogical orientation; how the PIBID was implemented at UNIOESTE Cascavel campus, in order tounderstand the ways, the limits, the existing contradictions, as well as the meanings that are produced by this policy focused on teachers education. In methodological terms for the realization of this research we will firstest ablish the accomplishment of a bibliograp hicre search, ming besides the definition of themost important concepts, the necessary basist o the ful fillmento the first objectives. The before, the theoretical-methodological consideration swere guided through “the political-cycle approach”by Stephen Ball, who chis opposed to a traditional analysis. This approach is in tended to understand the structuring movement scarried out by the policy, identifying the element that constituteit so that we can understand eachoftho se elements particular lyrelated to the historical conjuncture materialisati on of Brazilian public educational policy. As in instrument of data collection for the accomplishment of this research semi-structured interviews were used, as well as a structured questionnaire, hosted on Google Forms platform, through na access link. For the analisy sof the obtained data, the oreticaland political aspects were considered whichin fluenced in a director indirect manner the objective of this work, thus allowing to discuss the practical work conditions that directly influence in the program effectiveness. |
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Estrada, Adrian Alvarezhttp://lattes.cnpq.br/3923063914496775Estrada, Adrian Alvarezhttp://lattes.cnpq.br/3923063914496775Westphal, Ezequielhttp://lattes.cnpq.br/8264744939542546Casagrande, Ieda Maria Kleinerthttp://lattes.cnpq.br/6982158992145005Schroeder , Tania Maria Rechiahttp://lattes.cnpq.br/5605834926513023http://lattes.cnpq.br/4825098013299442Paulo, Marcio Issler2018-09-12T12:52:59Z2018-03-15PAULO, Marcio Issler. Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR. 2018. 183 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018.http://tede.unioeste.br/handle/tede/3930Considering the theor etical and political aspects present in the Scholarship Programs for Beginner Teachers (PIBID), the current paper aims to present a panoramic view of the Teachers Education Policy in Luis Inácio Lula da Silva (2003 - 2010), and Dilma Rousseff (2014/Michel Temer) government, regarding to understand the moviments that are intertwined in a contradictory way in the current reality, as remnants of the previous governments. In relation to the PIBID, as na educational policy for teacher seducation, we seek to analyzeifthe policies that support the program explain some doctrine, thusunderlining a the oreticaland political-pedagogical orientation; how the PIBID was implemented at UNIOESTE Cascavel campus, in order tounderstand the ways, the limits, the existing contradictions, as well as the meanings that are produced by this policy focused on teachers education. In methodological terms for the realization of this research we will firstest ablish the accomplishment of a bibliograp hicre search, ming besides the definition of themost important concepts, the necessary basist o the ful fillmento the first objectives. The before, the theoretical-methodological consideration swere guided through “the political-cycle approach”by Stephen Ball, who chis opposed to a traditional analysis. This approach is in tended to understand the structuring movement scarried out by the policy, identifying the element that constituteit so that we can understand eachoftho se elements particular lyrelated to the historical conjuncture materialisati on of Brazilian public educational policy. As in instrument of data collection for the accomplishment of this research semi-structured interviews were used, as well as a structured questionnaire, hosted on Google Forms platform, through na access link. For the analisy sof the obtained data, the oreticaland political aspects were considered whichin fluenced in a director indirect manner the objective of this work, thus allowing to discuss the practical work conditions that directly influence in the program effectiveness.Considerando os aspectos teóricos e políticos presentes no Programa de Bolsas de Iniciação a Docência (PIBID), o presente trabalho tem por finalidade apresentar uma visão panorâmica da Política de Formação de Professores no governo Luis Inácio Lula da Silva (2003 a 2010), e Dilma Rousseff (2014/ Michel Temer), a fim de que possamos compreender os movimentos que se entrelaçam de forma contraditória na realidade atual, como resquícios dos governos anteriores. Em relação ao PIBID, enquanto política educacional de formação de professores, buscamos analisar se as políticas que fundamentam o programa explicitam alguma doutrina, demonstrando dessa forma uma orientação teórica e político-pedagógica; como o PIBID foi implementado na UNIOESTE campus Cascavel, a fim de compreender os caminhos, descaminhos, os limites, as contradições existentes, bem como os sentidos que são produzidos por essa política voltada a formação de professores. Em termos metodológicos para a efetivação desta pesquisa primeiramente nos pautaremos na realização de uma pesquisa bibliográfica visando além da definição dos conceitos mais importantes, o embasamento necessário ao cumprimento dos primeiros objetivos. Nesse sentido pautamos nossas considerações teórico-metodológicas, na “abordagem do ciclo de políticas” de Stephen Ball, a qual é apresentada como uma contraposição a uma análise tradicional tendo como intenção compreender os movimentos de estruturação realizados pela política, identificando os elementos que a constituem de forma que compreendamos cada um destes elementos especificamente relacionados à conjuntura histórica da materialização da política pública educacional brasileira. Como instrumento de coleta de dados foram utilizadas entrevistas semiestruturadas, bem como um questionário estruturado, hospedado na plataforma Google Forms, por meio de um link de acesso. Para a análise dos dados obtidos, foram considerados aspectos teóricos e políticos que influenciaram de maneira direta ou indireta o objetivo deste trabalho, permitindo assim discutir as condições objetivas de trabalho que influenciam diretamente na efetivação do programa.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-09-12T12:52:59Z No. of bitstreams: 2 Márcio_Paulo2018.pdf: 3023196 bytes, checksum: 6ee4b85ef3a8aa7097ed1d3bb893e670 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-09-12T12:52:59Z (GMT). No. of bitstreams: 2 Márcio_Paulo2018.pdf: 3023196 bytes, checksum: 6ee4b85ef3a8aa7097ed1d3bb893e670 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-15Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESFundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Estado do Paraná (FA)application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPolítica EducacionalPIBIDFormação de ProfessoresCiclo de PolíticasUNIOESTE campus CascavelEducational PolicyPIBIDTeacher EducationPolicy CycleUNIOESTE Cascavel campusCIENCIAS HUMANAS::EDUCACAOPolítica de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PRTeacher Education Policy in Brazil: ananalysis of PIBID UNIOESTE Cascavel – PR. 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dc.title.por.fl_str_mv |
Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR |
dc.title.alternative.eng.fl_str_mv |
Teacher Education Policy in Brazil: ananalysis of PIBID UNIOESTE Cascavel – PR. Campus |
title |
Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR |
spellingShingle |
Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR Paulo, Marcio Issler Política Educacional PIBID Formação de Professores Ciclo de Políticas UNIOESTE campus Cascavel Educational Policy PIBID Teacher Education Policy Cycle UNIOESTE Cascavel campus CIENCIAS HUMANAS::EDUCACAO |
title_short |
Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR |
title_full |
Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR |
title_fullStr |
Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR |
title_full_unstemmed |
Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR |
title_sort |
Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR |
author |
Paulo, Marcio Issler |
author_facet |
Paulo, Marcio Issler |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Estrada, Adrian Alvarez |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3923063914496775 |
dc.contributor.referee1.fl_str_mv |
Estrada, Adrian Alvarez |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3923063914496775 |
dc.contributor.referee2.fl_str_mv |
Westphal, Ezequiel |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8264744939542546 |
dc.contributor.referee3.fl_str_mv |
Casagrande, Ieda Maria Kleinert |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6982158992145005 |
dc.contributor.referee4.fl_str_mv |
Schroeder , Tania Maria Rechia |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/5605834926513023 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4825098013299442 |
dc.contributor.author.fl_str_mv |
Paulo, Marcio Issler |
contributor_str_mv |
Estrada, Adrian Alvarez Estrada, Adrian Alvarez Westphal, Ezequiel Casagrande, Ieda Maria Kleinert Schroeder , Tania Maria Rechia |
dc.subject.por.fl_str_mv |
Política Educacional PIBID Formação de Professores Ciclo de Políticas UNIOESTE campus Cascavel |
topic |
Política Educacional PIBID Formação de Professores Ciclo de Políticas UNIOESTE campus Cascavel Educational Policy PIBID Teacher Education Policy Cycle UNIOESTE Cascavel campus CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational Policy PIBID Teacher Education Policy Cycle UNIOESTE Cascavel campus |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Considering the theor etical and political aspects present in the Scholarship Programs for Beginner Teachers (PIBID), the current paper aims to present a panoramic view of the Teachers Education Policy in Luis Inácio Lula da Silva (2003 - 2010), and Dilma Rousseff (2014/Michel Temer) government, regarding to understand the moviments that are intertwined in a contradictory way in the current reality, as remnants of the previous governments. In relation to the PIBID, as na educational policy for teacher seducation, we seek to analyzeifthe policies that support the program explain some doctrine, thusunderlining a the oreticaland political-pedagogical orientation; how the PIBID was implemented at UNIOESTE Cascavel campus, in order tounderstand the ways, the limits, the existing contradictions, as well as the meanings that are produced by this policy focused on teachers education. In methodological terms for the realization of this research we will firstest ablish the accomplishment of a bibliograp hicre search, ming besides the definition of themost important concepts, the necessary basist o the ful fillmento the first objectives. The before, the theoretical-methodological consideration swere guided through “the political-cycle approach”by Stephen Ball, who chis opposed to a traditional analysis. This approach is in tended to understand the structuring movement scarried out by the policy, identifying the element that constituteit so that we can understand eachoftho se elements particular lyrelated to the historical conjuncture materialisati on of Brazilian public educational policy. As in instrument of data collection for the accomplishment of this research semi-structured interviews were used, as well as a structured questionnaire, hosted on Google Forms platform, through na access link. For the analisy sof the obtained data, the oreticaland political aspects were considered whichin fluenced in a director indirect manner the objective of this work, thus allowing to discuss the practical work conditions that directly influence in the program effectiveness. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-09-12T12:52:59Z |
dc.date.issued.fl_str_mv |
2018-03-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
PAULO, Marcio Issler. Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR. 2018. 183 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3930 |
identifier_str_mv |
PAULO, Marcio Issler. Política de formação docente no Brasil: uma análise do PIBID Unioeste campus Cascavel - PR. 2018. 183 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018. |
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http://tede.unioeste.br/handle/tede/3930 |
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por |
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por |
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600 600 600 600 600 |
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6678066452762177366 |
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openAccess |
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Universidade Estadual do Oeste do Paraná Cascavel |
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Programa de Pós-Graduação em Educação |
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UNIOESTE |
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Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
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Universidade Estadual do Oeste do Paraná Cascavel |
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