O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | https://dspace.mackenzie.br/handle/10899/28529 |
Resumo: | Assessing teacher training implies in a reflection of the teaching model that must be adapted to the profile of the teacher that is to be trained. Of all the possible factors that may influence the teacher practice transformation process, perhaps the teacher her- or himself is the essential factor for the beginning and consolidation of this process. A critical analysis of teachers thinking about their own ideas about what, why, for whom and how to teach can be understood as an initial condition to promote didactic teacher model changes. With regard to the current situation, it is a fact that the discourse constructed in universities, institutions that form future teachers in their undergraduate courses to work in the classroom, suffers a significant mismatch. What is said and studied in theory is not always possible to apply in practice. It is the teacher’s role to take responsibility for the class and her/his duty to take care of the many aspects that involve teaching, such as the preparation, organization and application of classes in a democratic, engaging and dialogued space, including the use of required and available material resources for adequate activity development. Educators must also attentive and sensitive to any reality demands, since they work with heterogeneous groups and each class requires answers to its own needs. An essential aspect to be worked with concerning educator education is, undoubtedly, ethical-political competence, in the sense of commitment to the act of educating. It is also the role of the university to apply a formative view of the individual, who must adapt to exercise her/his future profession and the equally ethical exercise of citizenship. Against the background of the Supervised Curricular Internship, a mandatory requirement for the Licentiate Degree Course in Letters - Portuguese and foreign languages, this study proposes an analysis of the content and discourse produced by the supervisors of this activity, with the purpose of evaluating the practice carried out in both face-to-face and distance learning modalities, which is being significantly expanded in the current Brazilian educational context. Therefore, the aim is to determine how internships take place in the two teaching spheres, how they are guided by teachers in training institutions, how they interfere in future teacher training and whether they can be effectively practiced in both modalities, as intended by documents elaborated by Brazilian Ministry of Education. |
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2021-12-18T21:35:54Z2021-12-18T21:35:54Z2020-11-18OLIANI, Elaine Gomes Viacek. O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador. 2020. 181 f. Tese (Doutorado em Letras) - Universidade Presbiteriana Mackenzie, São Paulo, 2020.https://dspace.mackenzie.br/handle/10899/28529Assessing teacher training implies in a reflection of the teaching model that must be adapted to the profile of the teacher that is to be trained. Of all the possible factors that may influence the teacher practice transformation process, perhaps the teacher her- or himself is the essential factor for the beginning and consolidation of this process. A critical analysis of teachers thinking about their own ideas about what, why, for whom and how to teach can be understood as an initial condition to promote didactic teacher model changes. With regard to the current situation, it is a fact that the discourse constructed in universities, institutions that form future teachers in their undergraduate courses to work in the classroom, suffers a significant mismatch. What is said and studied in theory is not always possible to apply in practice. It is the teacher’s role to take responsibility for the class and her/his duty to take care of the many aspects that involve teaching, such as the preparation, organization and application of classes in a democratic, engaging and dialogued space, including the use of required and available material resources for adequate activity development. Educators must also attentive and sensitive to any reality demands, since they work with heterogeneous groups and each class requires answers to its own needs. An essential aspect to be worked with concerning educator education is, undoubtedly, ethical-political competence, in the sense of commitment to the act of educating. It is also the role of the university to apply a formative view of the individual, who must adapt to exercise her/his future profession and the equally ethical exercise of citizenship. Against the background of the Supervised Curricular Internship, a mandatory requirement for the Licentiate Degree Course in Letters - Portuguese and foreign languages, this study proposes an analysis of the content and discourse produced by the supervisors of this activity, with the purpose of evaluating the practice carried out in both face-to-face and distance learning modalities, which is being significantly expanded in the current Brazilian educational context. Therefore, the aim is to determine how internships take place in the two teaching spheres, how they are guided by teachers in training institutions, how they interfere in future teacher training and whether they can be effectively practiced in both modalities, as intended by documents elaborated by Brazilian Ministry of Education.Pensar a formação docente implica uma reflexão do modelo de ensino que se quer adequar ao perfil do professor que se pretende formar. De todos os fatores possíveis de influir no processo de transformação da prática do professor, talvez seja o próprio professor o fator essencial para que esse processo se inicie e se consolide. A análise crítica do pensamento docente acerca de suas próprias ideias a respeito do quê, por quê, para quem e como ensinar pode ser entendida como uma condição inicial para promover a mudança no modelo didático do professor. Com relação ao que já acontece na atualidade, é fato que o discurso construído nas universidades, instituições que formam, nas licenciaturas, futuros professores para atuarem no cotidiano da sala de aula, sofre um grande descompasso. O que se diz e se estuda na teoria nem sempre é possível de ser aplicado na prática. É função do professor responsabilizar-se pela aula e é seu dever cuidar dos muitos aspectos que envolvem a docência, como a preparação, a organização e a condução das aulas em espaço democrático, envolvente e dialogado, incluindo a utilização dos recursos materiais necessários e disponíveis ao bom desenvolvimento de suas atividades. O educador precisa, também, estar atento e sensível a toda demanda que a realidade lhe apresenta, já que trabalha com grupos heterogêneos e cada turma requer respostas às suas próprias necessidades. Um fundamental aspecto a ser trabalhado na formação do educador, sem dúvida, trata-se da competência ético-política, no sentido do comprometimento com o ato de educar. É função também da universidade ter um olhar formador para o indivíduo, que precisa adequar-se ao exercício da futura profissão e para o exercício igualmente ético da cidadania. Tendo como atividade estratégica o Estágio Curricular Supervisionado, requisito obrigatório nos cursos de Licenciatura em Letras – Língua Portuguesa e línguas estrangeiras, propõe-se, neste estudo, uma análise do conteúdo e do discurso produzido pelos professores orientadores dessa atividade, com a finalidade de se avaliar a prática realizada nas modalidades presencial e a distância, em total expansão no contexto educacional brasileiro atual. Objetiva-se, portanto, averiguar como os estágios transcorrem nas duas esferas de ensino, como é orientado pelos professores nas instituições formadoras, como interfere na formação do futuro professor e se pode ser praticado nas duas modalidades de maneira eficaz, como pretendido nos documentos elaborados pelo Ministério de Educação do Brasil.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Presbiteriana MackenzieLetrasUPMBrasilCentro de Comunicação e Letras (CCL)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessletrasformação docenteestágio curricular supervisionadocursos presenciaiscursos a distânciaCNPQ: LINGUISTICA, LETRAS E ARTESO estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientadorinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisVasconcelos, Maria Lucia Marcondes Carvalhohttp://lattes.cnpq.br/8867051797313548Martins, Valéria Bussolahttp://lattes.cnpq.br/0431668948042658Delorenzi, Liliane Barros Oliveirahttp://lattes.cnpq.br/4490997472500947Garbin, Mônica Cristinahttp://lattes.cnpq.br/1831115590879949Esteban, María Carmen LópezORCID 0000-0002-4683-6706http://lattes.cnpq.br/1396777699261784Oliani, Elaine Gomes Viaceklettersteacher educationsupervised internshipface-to-face coursesdistance learning courses.reponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIEORIGINALElaine Gomes Viacek Oliani atualiz..pdfElaine Gomes Viacek 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Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador |
title |
O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador |
spellingShingle |
O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador Oliani, Elaine Gomes Viacek letras formação docente estágio curricular supervisionado cursos presenciais cursos a distância CNPQ: LINGUISTICA, LETRAS E ARTES |
title_short |
O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador |
title_full |
O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador |
title_fullStr |
O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador |
title_full_unstemmed |
O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador |
title_sort |
O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador |
author |
Oliani, Elaine Gomes Viacek |
author_facet |
Oliani, Elaine Gomes Viacek |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vasconcelos, Maria Lucia Marcondes Carvalho |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8867051797313548 |
dc.contributor.referee1.fl_str_mv |
Martins, Valéria Bussola |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0431668948042658 |
dc.contributor.referee2.fl_str_mv |
Delorenzi, Liliane Barros Oliveira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4490997472500947 |
dc.contributor.referee3.fl_str_mv |
Garbin, Mônica Cristina |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1831115590879949 |
dc.contributor.referee4.fl_str_mv |
Esteban, María Carmen López |
dc.contributor.referee4Lattes.fl_str_mv |
ORCID 0000-0002-4683-6706 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1396777699261784 |
dc.contributor.author.fl_str_mv |
Oliani, Elaine Gomes Viacek |
contributor_str_mv |
Vasconcelos, Maria Lucia Marcondes Carvalho Martins, Valéria Bussola Delorenzi, Liliane Barros Oliveira Garbin, Mônica Cristina Esteban, María Carmen López |
dc.subject.por.fl_str_mv |
letras formação docente estágio curricular supervisionado cursos presenciais cursos a distância |
topic |
letras formação docente estágio curricular supervisionado cursos presenciais cursos a distância CNPQ: LINGUISTICA, LETRAS E ARTES |
dc.subject.cnpq.fl_str_mv |
CNPQ: LINGUISTICA, LETRAS E ARTES |
description |
Assessing teacher training implies in a reflection of the teaching model that must be adapted to the profile of the teacher that is to be trained. Of all the possible factors that may influence the teacher practice transformation process, perhaps the teacher her- or himself is the essential factor for the beginning and consolidation of this process. A critical analysis of teachers thinking about their own ideas about what, why, for whom and how to teach can be understood as an initial condition to promote didactic teacher model changes. With regard to the current situation, it is a fact that the discourse constructed in universities, institutions that form future teachers in their undergraduate courses to work in the classroom, suffers a significant mismatch. What is said and studied in theory is not always possible to apply in practice. It is the teacher’s role to take responsibility for the class and her/his duty to take care of the many aspects that involve teaching, such as the preparation, organization and application of classes in a democratic, engaging and dialogued space, including the use of required and available material resources for adequate activity development. Educators must also attentive and sensitive to any reality demands, since they work with heterogeneous groups and each class requires answers to its own needs. An essential aspect to be worked with concerning educator education is, undoubtedly, ethical-political competence, in the sense of commitment to the act of educating. It is also the role of the university to apply a formative view of the individual, who must adapt to exercise her/his future profession and the equally ethical exercise of citizenship. Against the background of the Supervised Curricular Internship, a mandatory requirement for the Licentiate Degree Course in Letters - Portuguese and foreign languages, this study proposes an analysis of the content and discourse produced by the supervisors of this activity, with the purpose of evaluating the practice carried out in both face-to-face and distance learning modalities, which is being significantly expanded in the current Brazilian educational context. Therefore, the aim is to determine how internships take place in the two teaching spheres, how they are guided by teachers in training institutions, how they interfere in future teacher training and whether they can be effectively practiced in both modalities, as intended by documents elaborated by Brazilian Ministry of Education. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-11-18 |
dc.date.accessioned.fl_str_mv |
2021-12-18T21:35:54Z |
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2021-12-18T21:35:54Z |
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OLIANI, Elaine Gomes Viacek. O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador. 2020. 181 f. Tese (Doutorado em Letras) - Universidade Presbiteriana Mackenzie, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://dspace.mackenzie.br/handle/10899/28529 |
identifier_str_mv |
OLIANI, Elaine Gomes Viacek. O estágio supervisionado nos cursos de licenciatura em letras nas modalidades presencial e a distância: a voz do professor orientador. 2020. 181 f. Tese (Doutorado em Letras) - Universidade Presbiteriana Mackenzie, São Paulo, 2020. |
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Centro de Comunicação e Letras (CCL) |
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Universidade Presbiteriana Mackenzie |
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