doctoralThesis
Trajetórias construídas em caminhos (não) planejados: os sentidos formativos da escrita no estágio supervisionado obrigatório do curso de Pedagogia da UFMA
Fecha
2015-12-16Registro en:
PAIXÃO, Maria do Socorro Estrela. Trajetórias construídas em caminhos (não) planejados: os sentidos formativos da escrita no estágio supervisionado obrigatório do curso de Pedagogia da UFMA. 2015. 188f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2015.
Autor
Paixão, Maria do Socorro Estrela
Resumen
This research is taking as study aim the mediatory teaching action, its involvement with
educational guidance reports of Supervised Obligatory Student Teaching in curriculum
managing by formal teachers is more related to the form as each one understands the
mediatory action of the pedagogy teaching activities than to the adherence of a common
project, that is: the Course Pedagogy Project (CPP). Thus, our aim is meant to understand
the attribution from the formal teachers to curriculum managing process, having as forms
its action in the supervised obligatory student teaching at UFMA Pedagogy Course. On one
side, we look for traces about established relation by them between their professional
experience and their report guidance in current course. On the other hand, a research
concern comes up to us on the forming meaning of the report writing by UFMA Pedagogy
Teachers Course. In order to do that, we used interviews interpreted by means of
methodology understanding interview. Starting from oral speeches, we understand that the
managing formation in this course is linked to postures not identical and adjustable to
conditions the teachers have access. We identify a curriculum subject group and a group
that by their conformation adapted is considered as object group of curriculum practices.
As for the mediatory action in writing formation process, we noticed that they contribute to
teacher information at UFMA in the reflexive critic perspective and or in the bureaucratic
reproduction perspective. The report writing at the end of the Supervised Obligatory
internship is characteristic of quality quantity assessment display, as bureaucratic process
and as reflexive display and didactic pedagogy activity intervention. We defend that the
teachers´ guidance under critical reflections, where the writing has a social role, must
overcome individual dimension, they must be debated as collective and organized
practices. We hope to contribute with such a research on teacher mediatory actions and
their implementing with help of reporting writing guidance in the Supervised Obligatory
Student Teaching in the Curriculum Teacher managing process.