Formação de professores: um olhar inter-transdisciplinar no curso de pedagogia
This dissertation focuses on teacher formation in the light references of interdisciplinarity and transdisciplinarity. With this, the main objective is to analyze the curriculum and pedagogical actions developed in the teachers initial formation of the Pedagogy course at the University Campus of...
| Autor principal: | Sousa, Juliane Gomes de |
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| Grau: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Tocantins
2018
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| Acesso em linha: |
http://hdl.handle.net/11612/1042 |
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ir-11612-1042 |
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ir-11612-10422018-11-28T12:16:06Z Formação de professores: um olhar inter-transdisciplinar no curso de pedagogia Sousa, Juliane Gomes de Pinho, Maria José de Formação de professores; Curso de Pedagogia; Interdisciplinaridade; Transdisciplinaridade; Teacher formation; Pedagogy Course; Interdisciplinarity; Transdisciplinarity CNPQ::CIENCIAS HUMANAS::EDUCACAO This dissertation focuses on teacher formation in the light references of interdisciplinarity and transdisciplinarity. With this, the main objective is to analyze the curriculum and pedagogical actions developed in the teachers initial formation of the Pedagogy course at the University Campus of Tocantinópolis, with reference to the theoretical-epistemological foundations of interdisciplinarity and transdisciplinarity. The methodological path covered is supported by the exploratory case study, supported by the qualitative approach. In the data collection, a subjective questionnaire was used as instrument, with 43 students, and observation techniques, documentary analysis, and interview with 11 teachers of said educational reality. From the systematization of the data, which is in close articulation with the studied theorists, it is verified that the teacher formation in contemporaneity demands the resignification of the models that have historically characterized them. Regarding the context investigated, it was detected that although there are pedagogical actions that seek an extension in the traditional ways of teaching and learning, these are located sporadically and in a punctual way that few teachers do, standing out, as a priority practice, The methodological attitudes that are rooted in the characteristics of the traditional approach: expositive classes, isolationism in the teaching work, deficiency in teaching and research connection. Regarding the curriculum, the time lag is established, established as static since its structuring period. In addition, it is verified that the organization that prevails in the curricular matrix is based on the verticalization and compartmentalization of knowledge areas. The analysis can contribute to the creation of reflections in the formative scenario of the course, which from the investigative process carried out reveals the need to rethink the pedagogical actions that are consolidated, as well as the curriculum that is materialized in its context, in view of the Expansion of the formative dimensions of the pedagogue. The reflections carried out also make it possible to visualize a fragility in the exclusively transmissive and linear model of teaching, which has contributed to the realization of empty practices of meaning for students and teachers. Thus, it is pointed out that the formation based on the inter-transdisciplinary approach is characterized by a vision of dialogue, openness, integration, appreciation of diversity, sensitive listening, partnerships and cooperation. These elements are considered as potential for triggering transformative practices and attitudes in the educational scenario. A presente dissertação focaliza a formação de professores à luz dos referenciais da interdisciplinaridade e da transdisciplinaridade. Com isso, o objetivo principal centra-se na análise do currículo e das ações pedagógicas desenvolvidas na formação inicial de professores do curso de Pedagogia do Câmpus Universitário de Tocantinópolis, tendo por referência os fundamentos teórico-epistemológicos da interdisciplinaridade e da transdisciplinaridade. O caminho metodológico percorrido ampara-se no estudo de caso, de caráter exploratório, apoiado na abordagem qualitativa. Na coleta de dados, utilizou-se como instrumento um questionário subjetivo, com 43 discentes, e as técnicas de observação, análise documental e entrevista com 11 docentes da referida realidade educacional. A partir da sistematização dos dados, situada em estreita articulação com os teóricos estudados, verifica-se que a formação de professores na contemporaneidade exige o ressignificar dos modelos que historicamente têm lhes caracterizado. No que se refere ao contexto investigado, detectou-se que, embora existam ações pedagógicas que buscam uma ampliação nos modos tradicionais de ensinar e aprender, estas são situadas esporadicamente e de forma pontual no fazer de poucos docentes, sobressaindo-se, como prática prioritária, as atitudes metodológicas que se arraigam nas características da abordagem tradicional: aulas expositivas, isolacionismo no trabalho docente, deficiência na conexão ensino e pesquisa. No tocante ao currículo, é evidenciada a sua defasagem temporal, posto que estabelecido como estático desde o seu período de estruturação, além disso, verifica-se que a organização que prevalece na matriz curricular baseia-se na verticalização e compartimentalização das áreas do conhecimento. As análises tecidas podem contribuir para o desencadear de reflexões no cenário formativo do curso, que a partir do processo investigativo realizado desvela a necessidade do repensar das ações pedagógicas que se consolidam, bem como do currículo que é materializado em seu contexto, tendo em vista a ampliação das dimensões formativas do pedagogo. As reflexões realizadas possibilitam, ainda, visualizar uma fragilidade no modelo de ensino exclusivamente transmissivo e de caráter linear, o qual tem contribuído para a concretização de práticas vazias de sentido para estudantes e professores. Com isso, pontua-se que a formação alicerçada na abordagem inter-transdisciplinar é caracterizada por uma visão de dialogicidade, abertura, integração, valorização da diversidade, da escuta sensível, parcerias e cooperação. Esses elementos são tidos como potenciais para o desencadeamento de práticas e atitudes transformadoras no cenário educativo. 2018-11-28T12:16:06Z 2018-11-28T12:16:06Z 2018-04-03 Dissertação SOUSA, Juliane Gomes de. Formação de professores: um olhar inter-transdisciplinar no curso de pedagogia.2017. 200f. Dissertação (Mestrado em Educação) – Universidade Federal do Tocantins, Programa de Pós-Graduação em Educação, Palmas, 2017. http://hdl.handle.net/11612/1042 pt_BR Open Access application/pdf application/pdf Universidade Federal do Tocantins BR Programa de Pós-Graduação em Educação - PPGE Palmas |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Formação de professores; Curso de Pedagogia; Interdisciplinaridade; Transdisciplinaridade; Teacher formation; Pedagogy Course; Interdisciplinarity; Transdisciplinarity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| spellingShingle |
Formação de professores; Curso de Pedagogia; Interdisciplinaridade; Transdisciplinaridade; Teacher formation; Pedagogy Course; Interdisciplinarity; Transdisciplinarity CNPQ::CIENCIAS HUMANAS::EDUCACAO Sousa, Juliane Gomes de Formação de professores: um olhar inter-transdisciplinar no curso de pedagogia |
| topic_facet |
Formação de professores; Curso de Pedagogia; Interdisciplinaridade; Transdisciplinaridade; Teacher formation; Pedagogy Course; Interdisciplinarity; Transdisciplinarity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| description |
This dissertation focuses on teacher formation in the light references of interdisciplinarity and
transdisciplinarity. With this, the main objective is to analyze the curriculum and pedagogical
actions developed in the teachers initial formation of the Pedagogy course at the University
Campus of Tocantinópolis, with reference to the theoretical-epistemological foundations of
interdisciplinarity and transdisciplinarity. The methodological path covered is supported by
the exploratory case study, supported by the qualitative approach. In the data collection, a
subjective questionnaire was used as instrument, with 43 students, and observation
techniques, documentary analysis, and interview with 11 teachers of said educational reality.
From the systematization of the data, which is in close articulation with the studied theorists,
it is verified that the teacher formation in contemporaneity demands the resignification of the
models that have historically characterized them. Regarding the context investigated, it was
detected that although there are pedagogical actions that seek an extension in the traditional
ways of teaching and learning, these are located sporadically and in a punctual way that few
teachers do, standing out, as a priority practice, The methodological attitudes that are rooted
in the characteristics of the traditional approach: expositive classes, isolationism in the
teaching work, deficiency in teaching and research connection. Regarding the curriculum, the
time lag is established, established as static since its structuring period. In addition, it is
verified that the organization that prevails in the curricular matrix is based on the
verticalization and compartmentalization of knowledge areas. The analysis can contribute to
the creation of reflections in the formative scenario of the course, which from the
investigative process carried out reveals the need to rethink the pedagogical actions that are
consolidated, as well as the curriculum that is materialized in its context, in view of the
Expansion of the formative dimensions of the pedagogue. The reflections carried out also
make it possible to visualize a fragility in the exclusively transmissive and linear model of
teaching, which has contributed to the realization of empty practices of meaning for students
and teachers. Thus, it is pointed out that the formation based on the inter-transdisciplinary
approach is characterized by a vision of dialogue, openness, integration, appreciation of
diversity, sensitive listening, partnerships and cooperation. These elements are considered as
potential for triggering transformative practices and attitudes in the educational scenario. |
| author_additional |
Pinho, Maria José de |
| author_additionalStr |
Pinho, Maria José de |
| format |
Dissertação |
| author |
Sousa, Juliane Gomes de |
| title |
Formação de professores: um olhar inter-transdisciplinar no curso de pedagogia |
| title_short |
Formação de professores: um olhar inter-transdisciplinar no curso de pedagogia |
| title_full |
Formação de professores: um olhar inter-transdisciplinar no curso de pedagogia |
| title_fullStr |
Formação de professores: um olhar inter-transdisciplinar no curso de pedagogia |
| title_full_unstemmed |
Formação de professores: um olhar inter-transdisciplinar no curso de pedagogia |
| title_sort |
formação de professores: um olhar inter-transdisciplinar no curso de pedagogia |
| publisher |
Universidade Federal do Tocantins |
| publishDate |
2018 |
| url |
http://hdl.handle.net/11612/1042 |
| _version_ |
1787134732714115072 |
| score |
11.653393 |