Dissertações em Educação (Mestrado) - PPGED/ICED
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2319
O Mestrado Acadêmico pertence ao Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA).
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Item Acesso aberto (Open Access) O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural(Universidade Federal do Pará, 2019-02-28) CARVALHO, Lusinete França de; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943This dissertation aimed to investigate how a pedagogical coordinator organizes the formative social environment of teachers and possible implications of this formation for the knowledge and teaching practices. Therefore, it was based on Vygotsky's theoretical-conceptual system and on the formulations of scholars who investigate the pedagogical coordination theme. The research, of historical and cultural nature, was configured within the aspects of the qualitative approach in a case study and was carried out in the municipality of Marabá-Pará, in a school of the Initial Years of Elementary School. The study was subdivided into two steps. In the first stage, the characterization of the locus of the research was carried out, involving the choice of the institution, the contact with the participants and the obtaining of the Terms of Free and Informed Consent. The second stage consisted of the follow-up of the training work carried out by a pedagogical coordinator with the teachers. First, we sought to identify the social relations lived by the coordinator to analyze how they explain their professional performance. Next, we tried to identify the categories that express the ways in which it organized the social formative means of teachers. Finally, a preliminary collaborative action was carried out with the coordinator. The production of the information in this stage of the research occurred through semi-structured interviews, carried out with the pedagogical coordinator and with teachers, observation of the formative processes, notes in field diary and documentary analysis of the instruments that aided the pedagogical work. The results of the study point out that the way the pedagogical coordinator organized the social formative means of teachers had a direct relation with their concrete conditions of life. The formative processes were organized based on their personal, professional and formative experiences and although they did not translate the scientific of the pedagogical work, they were configured in significant moments of the pedagogical thinking, to plan and to act. The study revealed that these formative processes have the possibility to contemplate the specificities of the teaching work, to be guided by the training needs of the teachers, to involve the teachers in the process of planning and execution of the training and to resignificate the knowledge and teaching practices in a perspective of critical formation and transformative. Collaborative action has shown that the theoretical categories created by Vygotsky for a better understanding of the process of human formation, such as zone of proximal development, obutchenie and social relations are relevant to the field of didactics, as far as the educational process is concerned. These categories allow us to capture the contradictions of school practices and circumscribe the real possibilities of overcoming the organization of pedagogical work. It is concluded that the formative social environment organized by the pedagogical coordinator contributes in a significant way to the improvement of the teaching work in what concerns the organization of the pedagogical routine. However, there is a lack of a solid and critical theoretical base that guides the formative processes and bases the educational work in a perspective of emancipatory education that allows the teachers to recognize the epistemological bases that sustain their practices and, thus, to resignify their knowledge and practices. The study suggests that the concept of a formative social environment, adapted from the concept of an educational social way, developed by Vygotsky, is powerful for the understanding, organization and accomplishment of teacher training work developed by the pedagogical coordinator in schools.Item Acesso aberto (Open Access) A formação de pedagogos para o uso crítico das tecnologias no município de Belém do Pará(Universidade Federal do Pará, 2019-02-26) COSTA, Débora Souto da; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942This study aims to investigate if the curricula of the pedagogy courses, from three public higher education institutions of the city of Belém, allow teacher education focused on the critical use of Information and Communication Technologies. The contributions of Paulo Freire, Miguel Arroyo, Vani Kensky, Pierre Levy, and other authors were used as theoretical contributions. We chose a qualitative, descriptive and documentary methodology. To analyze the data, we used Content Analysis. The results revealed that there are indications for the possibility of critical formation from the use of information and communication technologies, albeit timidly, among the researched curricula. However, it is concluded that there is a need to rethink ways to enable this formation in an effective and critical way.Item Acesso aberto (Open Access) Formar para ensinar e pesquisar: perspectivas para a relação entre ensino e pesquisa na formação de professores de educação física(Universidade Federal do Pará, 2019-08-28) FURTADO, Renan Santos; BORGES, Carlos Nazareno Ferreira; http://lattes.cnpq.br/2548063126332942; https://orcid.org/0000-0002-1911-2278This research aims to study the relationship between teaching and research in the training of Physical Education teachers. Thus, having as theoretical support concepts of Theodor Adorno and Paulo Freire, we reflect on the following question: what are the perspectives that we can point to a formative imbrication between teaching and research in the formation of Physical Education teachers? Thus, we have as general objective: to discuss the perspectives for a formative imbrication between teaching and research in the formation of Physical Education teachers. As specific objectives, we intend to: 1) Understand the way some documents of Education and Physical Education approach research and teaching. 2) To investigate from the historical point of view the constitution of the scientific field of Physical Education and the relationship between research and teaching in the area. 3) Discuss the meaning of the formative action and the social function of the teacher trainer / researcher. 4) Point out perspectives for training for research in Physical Education from the contributions of Theodor Adorno and Paulo Freire. Regarding the methodological procedures, regarding the type of research, it is a theoretical study, which uses a specialized bibliography related to the object to deal with the issue, as well as selected documents that characterize a certain empirical contribution. We use content analysis as a data analysis technique. We conclude that semiformation has entered the initial formation of Physical Education teachers from historical and contemporary mechanisms, a fact that delayed the intellectual production of the area. As ways to overcome this scenario of semiformation, we point out the need for teacher / researcher training to take place in dialogue with the political, ethical / human, technical / scientific and cultural aspects of training. Finally, we point out two perspectives that we can consider for the deepening of an education for emancipatory research in the training of Physical Education teachers, which are: to recognize that research requires the accumulation of theoretical and methodological foundations that enable a real investigation and interpretation of phenomena. , and consider that research training needs to form subjects capable of thinking and producing concepts beyond the appearance and ideological coercions of the capital world.