A díade saberes e práticas docentes : um estudo de suas inter-relações
This study The Dyad of knowledge and teaching practices: an inter-relational study deals with the relationship between conceptual knowledge on behalf of the teachers and their teaching practices. The research aims to investigate the relations amongst conceptual meanings related to the professor and...
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Formação de professores Pesquisa colaborativa Formação de conceitos Prática docente Saberes Teacher formation Collaborative research Conceptual formation Teaching Practice Knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Formação de professores Pesquisa colaborativa Formação de conceitos Prática docente Saberes Teacher formation Collaborative research Conceptual formation Teaching Practice Knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO Sousa, Ana Teresa Silva A díade saberes e práticas docentes : um estudo de suas inter-relações |
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This study The Dyad of knowledge and teaching practices: an inter-relational study deals
with the relationship between conceptual knowledge on behalf of the teachers and their
teaching practices. The research aims to investigate the relations amongst conceptual
meanings related to the professor and the practices of three (03) Fundamental Cycle public
schools teachers in Natal-Brazil. Thus, a collaborative research of qualitative nature was
performed by us. It was based on collaboration and critical reflection, as well as the socialhistorical
theoretical methodological principles of Ferreira (2009). This was acknowledged as
an analytical support for the reflections that were realized on concepts related to teachers and
teaching considering the archeology on these concepts. The methodological procedures and
tools we used consisted of Formative Autobiographies, Reflexive Study, Collaborative
Observation, as well as some Reflexive Sessions. The analysis framework was based on
information obtained by these methodological procedures as well as the critical collaborative
and reflexive procedures. The studies permitted us to widen our knowledge related to the
conceptual meaning of teaching and teachers. But it was not always possible for us to
(re)elaborate these meanings in the conceptual phase. This was only possible to understand
once our Formative Autobiographies were analyzed. They reveal that the concept elaboration
process is not a part of our own formative path. The time that was dedicated to that proved to
not be enough. The concept elaboration process demands time, effort as well as life-long
learning skills. This is not always possible to achieve in this part of the study, on the other
hand, this was possible to acknowledge that in the different stages of our conceptual
elaboration. The teaching practices that we analyzed were predominantly heterogeneous and
were fundamented on meanings of concepts related to teachers and teaching, that were
internalized beforehand, (re)elaborated according to the conflicted and contradictory
situations. The reflexive and collaborative process that we experimented during the Reflexive
Sessions pointed out the predominance of technical and practical reflection process. In some
moments it was possible for us to critically reflect on teaching practices due to the
collaborative mode that we experienced. The importance of collaboration for teaching
formation and professional development of behalf of teachers in general is pointed out by this
research. Also regarding this research it was possible to see that there was personal and
professional growth, experiencing learning together to collaborative reflect, as well as to
counter-argument, reformulate concepts and conceptions aiming to transform our teaching
practice |
| author2 |
Ferreira, Maria Salonilde |
| author_facet |
Ferreira, Maria Salonilde Sousa, Ana Teresa Silva |
| format |
doctoralThesis |
| author |
Sousa, Ana Teresa Silva |
| author_sort |
Sousa, Ana Teresa Silva |
| title |
A díade saberes e práticas docentes : um estudo de suas inter-relações |
| title_short |
A díade saberes e práticas docentes : um estudo de suas inter-relações |
| title_full |
A díade saberes e práticas docentes : um estudo de suas inter-relações |
| title_fullStr |
A díade saberes e práticas docentes : um estudo de suas inter-relações |
| title_full_unstemmed |
A díade saberes e práticas docentes : um estudo de suas inter-relações |
| title_sort |
díade saberes e práticas docentes : um estudo de suas inter-relações |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2014 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/14376 |
| work_keys_str_mv |
AT sousaanateresasilva adiadesaberesepraticasdocentesumestudodesuasinterrelacoes AT sousaanateresasilva diadesaberesepraticasdocentesumestudodesuasinterrelacoes |
| _version_ |
1773963820203507712 |
| spelling |
ri-123456789-143762017-11-01T23:44:00Z A díade saberes e práticas docentes : um estudo de suas inter-relações A díade saberes e práticas docentes : um estudo de suas inter-relações Sousa, Ana Teresa Silva Ferreira, Maria Salonilde http://lattes.cnpq.br/7201819162879685 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787859Y0 Lima, Maria da Glória Soares Barbosa de Campelo, Maria Estela Costa Holanda http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7 Pereira, Francisco de Assis Formação de professores Pesquisa colaborativa Formação de conceitos Prática docente Saberes Teacher formation Collaborative research Conceptual formation Teaching Practice Knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO This study The Dyad of knowledge and teaching practices: an inter-relational study deals with the relationship between conceptual knowledge on behalf of the teachers and their teaching practices. The research aims to investigate the relations amongst conceptual meanings related to the professor and the practices of three (03) Fundamental Cycle public schools teachers in Natal-Brazil. Thus, a collaborative research of qualitative nature was performed by us. It was based on collaboration and critical reflection, as well as the socialhistorical theoretical methodological principles of Ferreira (2009). This was acknowledged as an analytical support for the reflections that were realized on concepts related to teachers and teaching considering the archeology on these concepts. The methodological procedures and tools we used consisted of Formative Autobiographies, Reflexive Study, Collaborative Observation, as well as some Reflexive Sessions. The analysis framework was based on information obtained by these methodological procedures as well as the critical collaborative and reflexive procedures. The studies permitted us to widen our knowledge related to the conceptual meaning of teaching and teachers. But it was not always possible for us to (re)elaborate these meanings in the conceptual phase. This was only possible to understand once our Formative Autobiographies were analyzed. They reveal that the concept elaboration process is not a part of our own formative path. The time that was dedicated to that proved to not be enough. The concept elaboration process demands time, effort as well as life-long learning skills. This is not always possible to achieve in this part of the study, on the other hand, this was possible to acknowledge that in the different stages of our conceptual elaboration. The teaching practices that we analyzed were predominantly heterogeneous and were fundamented on meanings of concepts related to teachers and teaching, that were internalized beforehand, (re)elaborated according to the conflicted and contradictory situations. The reflexive and collaborative process that we experimented during the Reflexive Sessions pointed out the predominance of technical and practical reflection process. In some moments it was possible for us to critically reflect on teaching practices due to the collaborative mode that we experienced. The importance of collaboration for teaching formation and professional development of behalf of teachers in general is pointed out by this research. Also regarding this research it was possible to see that there was personal and professional growth, experiencing learning together to collaborative reflect, as well as to counter-argument, reformulate concepts and conceptions aiming to transform our teaching practice Coordenação de Aperfeiçoamento de Pessoal de Nível Superior O estudo que apresentamos, intitulado A díade saberes e práticas docentes: um estudo de suas inter-relações, trata da relação entre os saberes conceituais de professor e docência e as práticas docentes. Teve como objetivo investigar a relação entre os significados conceituais relativos a professor e docência e a prática docente de três (03) professoras do Ensino Fundamental que atuam em escolas públicas da cidade do Natal. Realizamos uma pesquisa colaborativa, de natureza qualitativa, com foco na colaboração e reflexão crítica, tendo os princípios da teoria sócio-histórica e a metodologia conceitual de Ferreira (2009) como suporte analítico para as reflexões que realizamos sobre os conceitos de professor e docência, assim como sobre a arqueologia desses conceitos. Fizemos uso dos seguintes procedimentos metodológicos: Autobiografias de Formação, Ciclos de Estudos Reflexivos, Observação Colaborativa e Sessões Reflexivas. O corpus de análise se constituiu das informações obtidas por meio desses procedimentos metodológicos, acrescidos do processo colaborativo reflexivo e crítico. Os estudos que realizamos permitiram ampliar nosso conhecimento relativo ao significado conceitual de professor e de docência, porém nem todas nós conseguimos (re)elaborar esses significados no estágio conceitual, fato compreensível se voltarmos o olhar para as nossas Autobiografias de Formação, as quais revelaram que o processo de elaborar conceitos não fez parte do nosso percurso formativo. Os momentos dedicados para tal finalidade não foram suficientes porque esse processo de elaboração de conceitos demanda tempo e um longo aprendizado, nem sempre atingido de uma só etapa de estudo, fato comprovado nos estágios diferenciados de nossas elaborações conceituais. As práticas docentes que analisamos caracterizaram-se como predominantemente heterogêneas, fundamentadas ora nos significados dos conceitos de professor e de docência, internalizados anteriormente, ora nos (re)elaborados, determinando muitas vezes situações conflituosas e contraditórias. Quanto ao processo reflexivo colaborativo vivenciado por nós durante as Sessões Reflexivas, a predominância foi da reflexão técnica e prática, mas em alguns momentos refletimos criticamente sobre as práticas docentes, graças à instauração do processo de colaboração por nós vivenciado. Destacamos a importância que tem a pesquisa colaborativa para formação e desenvolvimento profissional de professores de modo geral. No caso desta pesquisa, crescemos como profissionais e enquanto pessoas, aprendendo juntas a refletir colaborativamente, argumentar, contra-argumentar, reformular concepções e conceitos, objetivando a transformação de nossa prática docente 2014-12-17T14:36:23Z 2012-08-07 2014-12-17T14:36:23Z 2011-08-16 doctoralThesis SOUSA, Ana Teresa Silva. A díade saberes e práticas docentes : um estudo de suas inter-relações. 2011. 371 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. https://repositorio.ufrn.br/jspui/handle/123456789/14376 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Educação Educação |