Continuing teacher education and Historical-Cultural Theory: (trans)training dialogues supported by theoretical mediations and reflections on pedagogical practices

Autor: Brazier, Fabio
Přispěvatelé: Rocha, Maria Silvia Pinto de Moura Librandi da, Tassoni, Elvira Cristina Martins, Azevedo, Heloisa Helena Oliveira de, Tuleski, Silvana Calvo, Anjos, Daniela Dias dos
Jazyk: portugalština
Rok vydání: 2020
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS
Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron:PUC_CAMP
Popis: Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2021-03-31T16:38:25Z No. of bitstreams: 1 F?BIO BRAZIER.PDF: 3110498 bytes, checksum: 9c6247225579b916ff8382c971072789 (MD5) Made available in DSpace on 2021-03-31T16:38:25Z (GMT). No. of bitstreams: 1 F?BIO BRAZIER.PDF: 3110498 bytes, checksum: 9c6247225579b916ff8382c971072789 (MD5) Previous issue date: 2020-12-14 Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES Pontif?cia Universidade Cat?lica de Campinas - PUC Campinas The present work is the result of research on continuing teacher education in the light of the Historical-Cultural Theory, taking the formation of conceptual thinking and the social constitution of memory as starting points and central elements of the approach adopted. The (co) participatory investigation was carried out in a public school in the state of Minas Gerais located in the city of Machado-MG, with the participation of twelve teachers working in the early years of elementary school. Its main objective was to understand, based on a didactic-formative intervention process, in the light of historical-cultural theory, possible ways of theoretical / conceptual (re) elaboration and changes in the pedagogical practices of teachers in the early years of elementary school, as well as in the modes of involvement with their own continuing education, highlighting issues that involve the relationship between theory and practice and the formation of conceptual thinking. We start, therefore, from the hypothesis that when teachers are inserted in a (co) participatory process, they tend to have their most effective performance in their own training. When systematizing a work based on theoretical/conceptual thinking, especially regarding the contributions of mediated memory, teachers develop their ability to think about the power of signs (external systems) as reorganizing elements of the mental process. Therefore, continuing education is assumed as an activity that requires reflection, intentionality and theoretical foundation. The problem of this research was presented as follows: What are the pedagogical impacts of a subsidized continuing education in the theoretical contributions of historical-cultural theory? What were and how did the changes experienced by the teachers who participated in the didactic-formative intervention process proposed by the researcher take place in order to increase and enhance the pedagogical resources and practices? How can we impact the teaching pedagogical work from a humanizing perspective? To answer the questions, the production of empirical material took place between the months of march 2018 to june 2019, with the holding of twelve formative meetings, of approximately 2 hours. Each meeting generated specific material used in the research analysis. In addition to the meetings, under inspiration at Cl?nica da Activity, three simple self-confrontation sessions took place, followed by six observation sessions in the classes of participating professionals. The empirical material produced was analyzed according to theoretical- methodological procedures from the historical-cultural perspective, adopting microgenetic analysis to investigate the speeches and evidence that would allow us to answer the questions posed. Thus, the following conceptions and their implementation in the observed practices were focused: The training needs; Training and the process of teacher transformation. The results indicated that i) continuous training, which places the teacher as the subject of his actions tends to favor processes of reflection and transformation in the ways of thinking and acting of the teachers; ii) the historical-cultural theory provides bases to impact the teaching work, qualitatively affecting the practices towards a developmental education. Such results were evidenced in the conceptions of the participating teachers about the roles of the school, the teacher, the practice of an intentional character and led to changes in pedagogical practices in relation to the organization of space and material. The analysis developed and the results found allowed us to substantiate the thesis that, a formative process, of an intentional and (co) participatory character, supported theoretically in the Historical-Cultural Theory, provides powerful and peculiar subsidies to impact the teaching work, in order to qualitatively affect pedagogical practices and promote human and professional development. O presente trabalho ? resultado de uma pesquisa sobre forma??o continuada de professores ? luz da Teoria Hist?rico-Cultural, tomando a forma??o do pensamento conceitual e a constitui??o social da mem?ria como pontos de partida e elementos centrais da abordagem adotada. A investiga??o de car?ter (co)participativo foi realizada em uma escola p?blica da rede estadual de Minas Gerais situada na cidade de Machado-MG, com a participa??o de doze professores atuantes nos anos iniciais do ensino fundamental. Teve como objetivo principal compreender a partir de um processo de interven??o did?tico-formativo, ? luz da Teoria Hist?rico-Cultural, poss?veis modos de (re)elabora??o te?rico/conceitual e transforma??es nas pr?ticas pedag?gicas de professores dos anos iniciais do Ensino Fundamental, bem como nos modos de envolvimento com sua pr?pria forma??o continuada, colocando em evid?ncia quest?es que envolvem a rela??o teoria e pr?tica e a forma??o do pensamento conceitual. Partimos, portanto, da hip?tese de que os professores, ao serem inseridos em um processo (co)participativo, tendem a ter sua atua??o mais efetiva na pr?pria forma??o. Ao sistematizar um trabalho a partir do pensamento te?rico/conceitual, sobretudo quanto aos aportes da mem?ria mediada, os professores desenvolvem sua capacidade de pensar no poder dos signos (sistemas externos) como elementos reorganizadores do processo mental. Portanto, a forma??o continuada ? assumida como uma atividade que exige reflex?o, intencionalidade e fundamenta??o te?rica. O problema desta pesquisa se apresentou da seguinte forma: Quais os impactos pedag?gicos de uma forma??o continuada subsidiada nos aportes te?ricos da Teoria Hist?rico-Cultural? Quais foram e como se deram as mudan?as experimentadas pelos professores que participaram do processo de interven??o did?tico-formativo proposto pelo pesquisador de modo a elevar e potencializar os recursos e as pr?ticas pedag?gicas? Como podemos impactar o trabalho pedag?gico docente numa perspectiva humanizadora? Para responder aos questionamentos, a produ??o do material emp?rico aconteceu entre os meses de mar?o de 2018 a junho de 2019, com a realiza??o de doze encontros formativos, de aproximadamente 2 horas. Cada encontro gerou um material espec?fico utilizado na an?lise da pesquisa. Al?m dos encontros, sob inspira??o na Cl?nica da Atividade aconteceram tr?s sess?es de autoconfronta??o simples, seguidas de seis sess?es de observa??o nas turmas dos profissionais participantes. O material emp?rico produzido foi analisado segundo procedimentos te?rico-metodol?gicos da perspectiva hist?rico-cultural, adotando-se a an?lise microgen?tica para investigar os discursos e as evid?ncias que nos permitissem responder ?s quest?es postas. Desse modo, foram focadas as seguintes concep??es e suas concretiza??es nas pr?ticas observadas: As necessidades formativas; A forma??o e o processo de transforma??o docente. Os resultados indicaram que i) uma forma??o continuada, que coloca o professor como sujeito de suas a??es tende a favorecer processos de reflex?o e transforma??o nos modos de pensar e agir dos docentes; ii) a Teoria Hist?rico-Cultural fornece bases para impactar o trabalho docente, afetando qualitativamente as pr?ticas em dire??o a uma educa??o desenvolvente. Tais resultados foram evidenciados nas concep??es dos professores participantes acerca dos pap?is da escola, do professor, da pr?tica de car?ter intencional e conduziram mudan?as nas pr?ticas pedag?gicas em rela??o ? organiza??o do espa?o e do material. A an?lise desenvolvida e os resultados encontrados nos permitiram fundamentar a tese de que, um processo formativo, de car?ter intencional e (co)participativo, amparado teoricamente na Teoria Hist?rico-Cultural, fornece subs?dios potentes e peculiares para impactar o trabalho docente, de modo a afetar qualitativamente as pr?ticas pedag?gicas e promover o desenvolvimento humano e profissional.
Databáze: OpenAIRE
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