A cultura profissional do professor pedagogo e o exercício do trabalho docente
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UTP |
Texto Completo: | http://tede.utp.br:8080/jspui/handle/tede/1588 |
Resumo: | The present thesis analyzes the way teachers of the final years of Elementary School build their professional culture as education workers. The study was conducted with teachers from Paranaguá, in the South Region of Brazil. Its goal was to investigate the following problem: how the professional culture of such teachers is developed, considering all values and rules, hierarchies and power relations, in the way they are reflected in everyday practice, contributing to the edification of a specific sort of professional culture. The present study is based on the assumption that both overall culture and teachers’ practices are derived from daily relations, established in the various environments which constitute the educational phenomenon. Issues such as ideology and mass culture, among many others, interfere directly with the constitution of a teachers’ culture. In such a scenario, it is understood that the existence of intellectuals is essential for the constitution of a class consciousness, according to Marx’s definition. The use of the dialectic method is a consequence of the conviction that it is an extremely elaborated form of facing the world, as it does not exclude data or knowledge from whatever sources, but incorporates all, reaching therefore a more comprehensive synthesis. The defenders of such belief allege to achieve a “concrete reality”, through the processes of analysis and synthesis of what’s real (and its multiple determinations), which happen in the "concrete of thinking", as Marx suggests (1983, p. 2019-220). The present issues were addressed by stressing categories such as culture, work, class consciousness and ideology, as they reflect the contradictions that constitute the historical movement (which involves social, political and economic perspectives), according to situations that reflect the world, its swings, its developments and the impact on human beings. We conclude with some suggestive questions that emerged to the author during the procedure of elaborating the thesis. |
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Ferreira, Naura Syria CarapetoEns, Romilda TeodoraNunes, Odilon CarlosViana, IedaCosta Neto, Pedro Leão dahttp://lattes.cnpq.br/6889530115746889Gagno, Roberta Ravaglio2018-10-11T16:35:23Z2016-11-09Gagno, Roberta Ravaglio. A cultura profissional do professor pedagogo e o exercício do trabalho docente. 2016. 229 f. Tese( Doutorado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2016.http://tede.utp.br:8080/jspui/handle/tede/1588The present thesis analyzes the way teachers of the final years of Elementary School build their professional culture as education workers. The study was conducted with teachers from Paranaguá, in the South Region of Brazil. Its goal was to investigate the following problem: how the professional culture of such teachers is developed, considering all values and rules, hierarchies and power relations, in the way they are reflected in everyday practice, contributing to the edification of a specific sort of professional culture. The present study is based on the assumption that both overall culture and teachers’ practices are derived from daily relations, established in the various environments which constitute the educational phenomenon. Issues such as ideology and mass culture, among many others, interfere directly with the constitution of a teachers’ culture. In such a scenario, it is understood that the existence of intellectuals is essential for the constitution of a class consciousness, according to Marx’s definition. The use of the dialectic method is a consequence of the conviction that it is an extremely elaborated form of facing the world, as it does not exclude data or knowledge from whatever sources, but incorporates all, reaching therefore a more comprehensive synthesis. The defenders of such belief allege to achieve a “concrete reality”, through the processes of analysis and synthesis of what’s real (and its multiple determinations), which happen in the "concrete of thinking", as Marx suggests (1983, p. 2019-220). The present issues were addressed by stressing categories such as culture, work, class consciousness and ideology, as they reflect the contradictions that constitute the historical movement (which involves social, political and economic perspectives), according to situations that reflect the world, its swings, its developments and the impact on human beings. We conclude with some suggestive questions that emerged to the author during the procedure of elaborating the thesis.Esta tese objetivou analisar como os professores pedagogos dos anos finais do Ensino Fundamental constituem sua cultura profissional enquanto trabalhadores da educação, tomando como universo de análise os professores pedagogos do Estado do Paraná lotados no município de Paranaguá. Teve como intuito analisar a problemática: como se dá o processo de construção da cultura do professor pedagogo dos anos finais do Ensino Fundamental e de que forma os valores, as regras; as hierarquias; os poderes e as relações refletem na sua prática e contribuem para a edificação de sua cultura profissional?Partiu-se do pressuposto que a cultura e o trabalho docentes são constituídos no cotidiano pelas relações estabelecidas nas diversas dimensões de convivência e que constituem o fenômeno educativo. Questões como a ideologia e a cultura de massas, entre muitas outras, interferem diretamente na constituição da cultura do pedagogo. Compreende-se que a função de intelectuais é essencial na constituição da consciência de classe. A metodologia dialética foi utilizada com a convicção de que é a forma mais elaborada, visto que se sustenta na não exclusão de nenhum dado ou conhecimento produzido, mas os incorpora e supera numa síntese mais compreensiva. Esta decisão apoia-se na convicção de apreender “o concreto real”, através da análise e síntese do real e de suas múltiplas determinações, no “concreto de pensamento”, como afirmou Marx (1983, p.219-220). Procurou-se abordar a temática salientando as categorias cultura, trabalho, consciência de classe, ideologia, reflexos das contradições que constituem o movimento histórico, social, político e econômico das situações que refletem o mundo, seus movimentos, evolução e os sujeitos que nele se inserem. Conclui-se com algumas questões propositivas que surgiram, para a autora, na elaboração desta tese.Submitted by Divanete Paiva (divanete.paiva@utp.br) on 2018-10-11T16:35:23Z No. of bitstreams: 1 A CULTURA PROFISSIONAL.pdf: 3955687 bytes, checksum: 2825b4bf0ec673054a86dae3a94c9c94 (MD5)Made available in DSpace on 2018-10-11T16:35:23Z (GMT). No. of bitstreams: 1 A CULTURA PROFISSIONAL.pdf: 3955687 bytes, checksum: 2825b4bf0ec673054a86dae3a94c9c94 (MD5) Previous issue date: 2016-11-09Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Tuiuti do ParanaDoutorado em EducaçãoUTPBrasilEducaçãoCulturaCultura profissional docenteTrabalhoConsciência de classeProfessor pedagogoCultureProfessional culture of teachersworkClass consciousnessPedagoguesCIENCIAS HUMANAS::EDUCACAOA cultura profissional do professor pedagogo e o exercício do trabalho docenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis88370811386292212365005006006006022136314876952138-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UTPinstname:Universidade Tuiuti do Paranáinstacron:UTPLICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1588/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALA CULTURA PROFISSIONAL.pdfA CULTURA PROFISSIONAL.pdfapplication/pdf3955687http://localhost:8080/tede/bitstream/tede/1588/2/A+CULTURA+PROFISSIONAL.pdf2825b4bf0ec673054a86dae3a94c9c94MD52tede/1588oai:localhost:tede/15882018-10-11 13:35:23.876TEDEtede@utp.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 |
dc.title.por.fl_str_mv |
A cultura profissional do professor pedagogo e o exercício do trabalho docente |
title |
A cultura profissional do professor pedagogo e o exercício do trabalho docente |
spellingShingle |
A cultura profissional do professor pedagogo e o exercício do trabalho docente Gagno, Roberta Ravaglio Cultura Cultura profissional docente Trabalho Consciência de classe Professor pedagogo Culture Professional culture of teachers work Class consciousness Pedagogues CIENCIAS HUMANAS::EDUCACAO |
title_short |
A cultura profissional do professor pedagogo e o exercício do trabalho docente |
title_full |
A cultura profissional do professor pedagogo e o exercício do trabalho docente |
title_fullStr |
A cultura profissional do professor pedagogo e o exercício do trabalho docente |
title_full_unstemmed |
A cultura profissional do professor pedagogo e o exercício do trabalho docente |
title_sort |
A cultura profissional do professor pedagogo e o exercício do trabalho docente |
author |
Gagno, Roberta Ravaglio |
author_facet |
Gagno, Roberta Ravaglio |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ferreira, Naura Syria Carapeto |
dc.contributor.referee1.fl_str_mv |
Ens, Romilda Teodora |
dc.contributor.referee2.fl_str_mv |
Nunes, Odilon Carlos |
dc.contributor.referee3.fl_str_mv |
Viana, Ieda |
dc.contributor.referee4.fl_str_mv |
Costa Neto, Pedro Leão da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6889530115746889 |
dc.contributor.author.fl_str_mv |
Gagno, Roberta Ravaglio |
contributor_str_mv |
Ferreira, Naura Syria Carapeto Ens, Romilda Teodora Nunes, Odilon Carlos Viana, Ieda Costa Neto, Pedro Leão da |
dc.subject.por.fl_str_mv |
Cultura Cultura profissional docente Trabalho Consciência de classe Professor pedagogo |
topic |
Cultura Cultura profissional docente Trabalho Consciência de classe Professor pedagogo Culture Professional culture of teachers work Class consciousness Pedagogues CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Culture Professional culture of teachers work Class consciousness Pedagogues |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
dc.description.sponsorship.fl_txt_mv |
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES |
dc.description.abstract.eng.fl_txt_mv |
The present thesis analyzes the way teachers of the final years of Elementary School build their professional culture as education workers. The study was conducted with teachers from Paranaguá, in the South Region of Brazil. Its goal was to investigate the following problem: how the professional culture of such teachers is developed, considering all values and rules, hierarchies and power relations, in the way they are reflected in everyday practice, contributing to the edification of a specific sort of professional culture. The present study is based on the assumption that both overall culture and teachers’ practices are derived from daily relations, established in the various environments which constitute the educational phenomenon. Issues such as ideology and mass culture, among many others, interfere directly with the constitution of a teachers’ culture. In such a scenario, it is understood that the existence of intellectuals is essential for the constitution of a class consciousness, according to Marx’s definition. The use of the dialectic method is a consequence of the conviction that it is an extremely elaborated form of facing the world, as it does not exclude data or knowledge from whatever sources, but incorporates all, reaching therefore a more comprehensive synthesis. The defenders of such belief allege to achieve a “concrete reality”, through the processes of analysis and synthesis of what’s real (and its multiple determinations), which happen in the "concrete of thinking", as Marx suggests (1983, p. 2019-220). The present issues were addressed by stressing categories such as culture, work, class consciousness and ideology, as they reflect the contradictions that constitute the historical movement (which involves social, political and economic perspectives), according to situations that reflect the world, its swings, its developments and the impact on human beings. We conclude with some suggestive questions that emerged to the author during the procedure of elaborating the thesis. |
dc.description.abstract.por.fl_txt_mv |
Esta tese objetivou analisar como os professores pedagogos dos anos finais do Ensino Fundamental constituem sua cultura profissional enquanto trabalhadores da educação, tomando como universo de análise os professores pedagogos do Estado do Paraná lotados no município de Paranaguá. Teve como intuito analisar a problemática: como se dá o processo de construção da cultura do professor pedagogo dos anos finais do Ensino Fundamental e de que forma os valores, as regras; as hierarquias; os poderes e as relações refletem na sua prática e contribuem para a edificação de sua cultura profissional?Partiu-se do pressuposto que a cultura e o trabalho docentes são constituídos no cotidiano pelas relações estabelecidas nas diversas dimensões de convivência e que constituem o fenômeno educativo. Questões como a ideologia e a cultura de massas, entre muitas outras, interferem diretamente na constituição da cultura do pedagogo. Compreende-se que a função de intelectuais é essencial na constituição da consciência de classe. A metodologia dialética foi utilizada com a convicção de que é a forma mais elaborada, visto que se sustenta na não exclusão de nenhum dado ou conhecimento produzido, mas os incorpora e supera numa síntese mais compreensiva. Esta decisão apoia-se na convicção de apreender “o concreto real”, através da análise e síntese do real e de suas múltiplas determinações, no “concreto de pensamento”, como afirmou Marx (1983, p.219-220). Procurou-se abordar a temática salientando as categorias cultura, trabalho, consciência de classe, ideologia, reflexos das contradições que constituem o movimento histórico, social, político e econômico das situações que refletem o mundo, seus movimentos, evolução e os sujeitos que nele se inserem. Conclui-se com algumas questões propositivas que surgiram, para a autora, na elaboração desta tese. |
description |
The present thesis analyzes the way teachers of the final years of Elementary School build their professional culture as education workers. The study was conducted with teachers from Paranaguá, in the South Region of Brazil. Its goal was to investigate the following problem: how the professional culture of such teachers is developed, considering all values and rules, hierarchies and power relations, in the way they are reflected in everyday practice, contributing to the edification of a specific sort of professional culture. The present study is based on the assumption that both overall culture and teachers’ practices are derived from daily relations, established in the various environments which constitute the educational phenomenon. Issues such as ideology and mass culture, among many others, interfere directly with the constitution of a teachers’ culture. In such a scenario, it is understood that the existence of intellectuals is essential for the constitution of a class consciousness, according to Marx’s definition. The use of the dialectic method is a consequence of the conviction that it is an extremely elaborated form of facing the world, as it does not exclude data or knowledge from whatever sources, but incorporates all, reaching therefore a more comprehensive synthesis. The defenders of such belief allege to achieve a “concrete reality”, through the processes of analysis and synthesis of what’s real (and its multiple determinations), which happen in the "concrete of thinking", as Marx suggests (1983, p. 2019-220). The present issues were addressed by stressing categories such as culture, work, class consciousness and ideology, as they reflect the contradictions that constitute the historical movement (which involves social, political and economic perspectives), according to situations that reflect the world, its swings, its developments and the impact on human beings. We conclude with some suggestive questions that emerged to the author during the procedure of elaborating the thesis. |
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2016 |
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2016-11-09 |
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Gagno, Roberta Ravaglio. A cultura profissional do professor pedagogo e o exercício do trabalho docente. 2016. 229 f. Tese( Doutorado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2016. |
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http://tede.utp.br:8080/jspui/handle/tede/1588 |
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Gagno, Roberta Ravaglio. A cultura profissional do professor pedagogo e o exercício do trabalho docente. 2016. 229 f. Tese( Doutorado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2016. |
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http://tede.utp.br:8080/jspui/handle/tede/1588 |
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