Processos formativos de professores dos anos iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | http://dspace.mackenzie.br/handle/10899/24844 |
Resumo: | Teaching in Brazil has gone through several and different historical moments, sometimes with peculiarities that were specific of a given period, which, in the present dissertation, are described with the purpose of investigating how the teaching knowledge is constructed. This work aims at investigating how the students starting the Pedagogy course in a Higher Education Institution make explicit their choice for teachership in the initial grades. With this purpose, a historical overview is initially presented. The methodology was the application of a questionnaire in order to know the expectations and the formative process of the subjects, which resulted in data that were analyzed in the light of the effectual literature, seeking to identify the types of variables that the participants claim to have influenced their professional option. The survey was executed in a high education institution, with the participation of 65 subjects studying in the first semester of the Pedagogy course, in two stages. The professional formation and the teaching knowledge, the methodology and the results are the sections that constitute this analytical-descriptive study. By way of final considerations, the work revealed that the future teachers do not hold much clear the reasons for their course choice or that the outpointed aspects do not exactly constitute reasons associated to a professional conception. It has also shown that such choices result from several variables, many of which are external to the environment. |
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2016-03-15T19:43:21Z2020-05-28T18:11:03Z2008-05-262020-05-28T18:11:03Z2008-05-19LOURENZETTO, Arlete. Processos formativos de professores dos anos iniciais do ensino fundamental. 2008. 181 f. Dissertação (Mestrado em Educação, Arte e História) - Universidade Presbiteriana Mackenzie, São Paulo, 2008.http://dspace.mackenzie.br/handle/10899/24844Teaching in Brazil has gone through several and different historical moments, sometimes with peculiarities that were specific of a given period, which, in the present dissertation, are described with the purpose of investigating how the teaching knowledge is constructed. This work aims at investigating how the students starting the Pedagogy course in a Higher Education Institution make explicit their choice for teachership in the initial grades. With this purpose, a historical overview is initially presented. The methodology was the application of a questionnaire in order to know the expectations and the formative process of the subjects, which resulted in data that were analyzed in the light of the effectual literature, seeking to identify the types of variables that the participants claim to have influenced their professional option. The survey was executed in a high education institution, with the participation of 65 subjects studying in the first semester of the Pedagogy course, in two stages. The professional formation and the teaching knowledge, the methodology and the results are the sections that constitute this analytical-descriptive study. By way of final considerations, the work revealed that the future teachers do not hold much clear the reasons for their course choice or that the outpointed aspects do not exactly constitute reasons associated to a professional conception. It has also shown that such choices result from several variables, many of which are external to the environment.A docência no Brasil passou por vários e distintos momentos históricos, às vezes com peculiaridades próprias do período, que neste trabalho foram descritas com a finalidade de investigar como se constroem os saberes docentes. Este trabalho objetiva investigar como alunos ingressantes no curso de Pedagogia de uma Instituição de Ensino Superior explicitam sua escolha pelo magistério dos anos iniciais. Para tanto é apresentado, inicialmente, um panorama histórico. Como metodologia foi aplicado um questionário para conhecer as expectativas e o processo formativo dos sujeitos, de onde se obtiveram dados que foram analisados à luz da literatura vigente, procurando identificar os tipos de variáveis que os participantes dizem ter influenciado sua escolha profissional. A pesquisa foi desenvolvida em um instituto de educação superior, com a participação de 65 sujeitos, do primeiro ano do curso de Pedagogia, em duas etapas. A formação profissional e os saberes da docência, a metodologia e os resultados são as partes que compõem este estudo analítico-descritivo. Como considerações finais, o trabalho revelou que os futuros professores não têm muito claros os motivos de sua escolha pelo curso ou que os aspectos indicados não constituem propriamente motivos relacionados a uma concepção profissional. A pesquisa revelou também que tais escolhas são oriundas de variáveis, muitas delas externas ao ambiente.Fundo Mackenzie de Pesquisaapplication/pdfporUniversidade Presbiteriana MackenzieEducação, Arte e História da CulturaUPMBREducação, Arte e Históriadocênciasaberes docentesformação de professoresensino fundamentalteachingteaching knowledgeteachers formationbasic educationCNPQ::CIENCIAS HUMANAS::EDUCACAOProcessos formativos de professores dos anos iniciais do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMizukami, Maria da Graça Nicolettihttp://lattes.cnpq.br/2121396261196481Sanchez, Petra Sanchezhttp://lattes.cnpq.br/8981709844306799Reali, Aline Maria de Medeiros Rodrigueshttp://lattes.cnpq.br/3250195451890332http://lattes.cnpq.br/3038752375316838Lourenzetto, Arletehttp://tede.mackenzie.br/jspui/retrieve/4263/Arlete%20Lourenzetto.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/1973/1/Arlete%20Lourenzetto.pdfinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/248442020-05-28 15:11:03.437Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
Processos formativos de professores dos anos iniciais do ensino fundamental |
title |
Processos formativos de professores dos anos iniciais do ensino fundamental |
spellingShingle |
Processos formativos de professores dos anos iniciais do ensino fundamental Lourenzetto, Arlete docência saberes docentes formação de professores ensino fundamental teaching teaching knowledge teachers formation basic education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Processos formativos de professores dos anos iniciais do ensino fundamental |
title_full |
Processos formativos de professores dos anos iniciais do ensino fundamental |
title_fullStr |
Processos formativos de professores dos anos iniciais do ensino fundamental |
title_full_unstemmed |
Processos formativos de professores dos anos iniciais do ensino fundamental |
title_sort |
Processos formativos de professores dos anos iniciais do ensino fundamental |
author |
Lourenzetto, Arlete |
author_facet |
Lourenzetto, Arlete |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mizukami, Maria da Graça Nicoletti |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2121396261196481 |
dc.contributor.referee1.fl_str_mv |
Sanchez, Petra Sanchez |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8981709844306799 |
dc.contributor.referee2.fl_str_mv |
Reali, Aline Maria de Medeiros Rodrigues |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3250195451890332 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3038752375316838 |
dc.contributor.author.fl_str_mv |
Lourenzetto, Arlete |
contributor_str_mv |
Mizukami, Maria da Graça Nicoletti Sanchez, Petra Sanchez Reali, Aline Maria de Medeiros Rodrigues |
dc.subject.por.fl_str_mv |
docência saberes docentes formação de professores ensino fundamental |
topic |
docência saberes docentes formação de professores ensino fundamental teaching teaching knowledge teachers formation basic education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
teaching teaching knowledge teachers formation basic education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Teaching in Brazil has gone through several and different historical moments, sometimes with peculiarities that were specific of a given period, which, in the present dissertation, are described with the purpose of investigating how the teaching knowledge is constructed. This work aims at investigating how the students starting the Pedagogy course in a Higher Education Institution make explicit their choice for teachership in the initial grades. With this purpose, a historical overview is initially presented. The methodology was the application of a questionnaire in order to know the expectations and the formative process of the subjects, which resulted in data that were analyzed in the light of the effectual literature, seeking to identify the types of variables that the participants claim to have influenced their professional option. The survey was executed in a high education institution, with the participation of 65 subjects studying in the first semester of the Pedagogy course, in two stages. The professional formation and the teaching knowledge, the methodology and the results are the sections that constitute this analytical-descriptive study. By way of final considerations, the work revealed that the future teachers do not hold much clear the reasons for their course choice or that the outpointed aspects do not exactly constitute reasons associated to a professional conception. It has also shown that such choices result from several variables, many of which are external to the environment. |
publishDate |
2008 |
dc.date.available.fl_str_mv |
2008-05-26 2020-05-28T18:11:03Z |
dc.date.issued.fl_str_mv |
2008-05-19 |
dc.date.accessioned.fl_str_mv |
2016-03-15T19:43:21Z 2020-05-28T18:11:03Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
LOURENZETTO, Arlete. Processos formativos de professores dos anos iniciais do ensino fundamental. 2008. 181 f. Dissertação (Mestrado em Educação, Arte e História) - Universidade Presbiteriana Mackenzie, São Paulo, 2008. |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/24844 |
identifier_str_mv |
LOURENZETTO, Arlete. Processos formativos de professores dos anos iniciais do ensino fundamental. 2008. 181 f. Dissertação (Mestrado em Educação, Arte e História) - Universidade Presbiteriana Mackenzie, São Paulo, 2008. |
url |
http://dspace.mackenzie.br/handle/10899/24844 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Presbiteriana Mackenzie |
dc.publisher.program.fl_str_mv |
Educação, Arte e História da Cultura |
dc.publisher.initials.fl_str_mv |
UPM |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Educação, Arte e História |
publisher.none.fl_str_mv |
Universidade Presbiteriana Mackenzie |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações do Mackenzie |
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