| dc.contributor | Henrique, Ana L?cia Sarmento | |
| dc.contributor | http://lattes.cnpq.br/0475297305451211 | |
| dc.contributor | Henrique, Ana L?cia Sarmento | |
| dc.contributor | http://lattes.cnpq.br/0475297305451211 | |
| dc.contributor | Barros, Rejane Bezerra | |
| dc.contributor | http://lattes.cnpq.br/6439525032849415 | |
| dc.contributor | Nascimento, Jos? Mateus do | |
| dc.contributor | http://lattes.cnpq.br/9176401714554967 | |
| dc.contributor | Moreira, Keila Cruz | |
| dc.contributor | http://lattes.cnpq.br/6386073172746976 | |
| dc.contributor | Cavalcante, Ilane Ferreira | |
| dc.contributor | http://lattes.cnpq.br/7082961004575723 | |
| dc.creator | Paiva, Samara Yontei de | |
| dc.date | 2018-05-02T18:32:50Z | |
| dc.date | 2018-05-02T18:32:50Z | |
| dc.date | 2017-08-28 | |
| dc.date.accessioned | 2023-09-27T14:20:12Z | |
| dc.date.available | 2023-09-27T14:20:12Z | |
| dc.identifier | PAIVA, Samara Yontei de. In?cio da carreira e saberes da doc?ncia na Educa??o Profissional e Tecnol?gica. 2017. 149 f. Disserta??o (Mestrado em Educa??o Profissional) ? Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do
Norte, Natal, 2017. | |
| dc.identifier | http://memoria.ifrn.edu.br/handle/1044/1490 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8921041 | |
| dc.description | In this study, we seek to understand how early career teachers in/of the Federal Institute of Education, Science and Technology of the State of Rio Grande do Norte (IFRN) construct and value teaching knowledge. More specifically, this research aimed at discussing the history and the present situation of teacher education for professional and technological education in Brazil, to understand the configurations that were articulated for the choice of teaching career by the subjects studied and to analyze how these beginner teachers value the knowledge of the teaching work. For this, the study was carried out through a documentary-bibliographic research followed by an empirical research. The documentary-bibliographic research was anchored in educational Brazilian legislation and the main authors/works of reference for the historical contextualization of the Federal Network and the IFRN, such as Cunha (2000, 2005), Ortigara and Ganzeli (2013), Silva (2012) and Pereira 2010); For the higher education of teachers in professional education, authors such as Machado (2008, 2013) and Oliveira (2013); For the study of teaching, Tardif (2014), Gauthier (2006) Pimenta (2005), Moura (2014) and Araujo (2008). The empirical research was based, firstly, on the investigation of the research subjects, using the IFRN's public administration system (SUAP) and the Lattes platform of the National Council for Scientific and Technological Development (CNPq). The second stage of the empirical investigation was based on a qualitative approach and used the autobiographical narratives as a data collection strategy. The study revealed that the work of the teacher is mentioned in the all of the references described above and that teaching constitutes a profession, lacking a base of knowledge of its own. We infer that the teachers investigated in most cases did not plan teaching as a career, but for a variety of reasons they ended up choosing the profession in question. We consider that the process of teacher learning and, therefore, the acquisition of experiential knowledge takes place in the experience itself, in the sharing and reflection of the doing, as well as in the contact with peers, students and the Institution?s practice. We infer that the teachers investigated have demonstrated to understand, mobilize and value knowledge of the content, the practical work experience, the pedagogical concepts, the IFRN?s own curricula and the one related to teacher / student interaction. However, in this repertoire, in the view of the research subjects, the knowledge of the work experience comes at a higher level. We conclude this work by pointing out the urgent demand shown by studies on the initial and continuous learning of the teaching of the EFA teachers, in the face of the consolidation and expansion of the Federal Institutes and the numerous hiring of teachers, mostly bachelors and beginners in teaching. | |
| dc.description | Neste estudo, procuramos compreender como se d? a constru??o e a valora??o dos saberes docentes dos professores em in?cio de carreira no/do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). Mais especificamente, esta investiga??o objetivou discorrer sobre o hist?rico e a atualidade da forma??o de professores para a educa??o profissional e tecnol?gica (EPT) no Brasil, entender quais as configura??es que se articularam para a escolha da carreira docente pelos sujeitos pesquisados e analisar como esses professores iniciantes valorizam os saberes para o trabalho docente. Para isso, o estudo foi realizado por meio de uma pesquisa documental-bibliogr?fica seguida de uma pesquisa emp?rica. A pesquisa documental-bibliogr?fica se ancorou na legisla??o e nos principais autores/obras de refer?ncia para a contextualiza??o hist?rica da Rede Federal e do IFRN, como Cunha (2000, 2005), Ortigara e Ganzeli (2013), Silva (2012) e Pereira (2010); para a forma??o de professores para a educa??o profissional, autores como Machado (2008, 2013) e Oliveira (2013) e; para o estudo dos saberes docentes, Tardif (2014), Gauthier (2006) Pimenta (2005), Moura (2014) e Araujo (2008). A investiga??o emp?rica se pautou, em primeiro lugar, pela busca dos sujeitos da pesquisa, usando o sistema ?nico de administra??o p?blica (SUAP) do IFRN e a plataforma Lattes do Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq). A segunda etapa da investiga??o emp?rica se pautou em uma abordagem qualitativa e utilizou as narrativas autobiogr?ficas como estrat?gia de coleta de dados. O estudo revelou que o trabalho do professor est? inscrito na totalidade do trabalho e que o of?cio da doc?ncia se constitui como uma profiss?o, carecendo de uma base de saberes pr?prios. Depreendemos, que os professores investigados, na maioria dos casos, n?o planejaram a doc?ncia como carreira, por?m, por variados fatores, acabaram escolhendo a profiss?o. Consideramos que o processo de aprendizagem docente e, consequentemente, a apreens?o dos saberes experienciais se d? na experi?ncia, na partilha e na reflex?o do fazer, como tamb?m no contato com pares, alunos e com o fazer da pr?pria Institui??o. Inferimos que os professores investigados demonstraram compreender, mobilizar e valorizar os saberes docentes do conte?do, os da experi?ncia de trabalho pr?tico, os pedag?gicos, os curriculares pr?prios do IFRN e os das rela??es professor/aluno. Contudo, nesse repert?rio, na vis?o dos sujeitos da pesquisa, o saber da experi?ncia de trabalho vem em um patamar mais elevado. Conclu?mos esse trabalho apontando a urgente demanda que se apresenta por estudos sobre a aprendizagem inicial e continuada da doc?ncia dos professores da EPT frente ? consolida??o e expans?o dos Institutos Federais e a numerosa contrata??o de professores, em grande parte bachar?is e iniciantes no magist?rio. | |
| dc.language | por | |
| dc.publisher | Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte | |
| dc.publisher | Brasil | |
| dc.publisher | Natal - Central | |
| dc.publisher | Mestrado Acad?mico em Educa??o Profissional | |
| dc.publisher | Mestrado Acad?mico em Educa??o Profissional | |
| dc.publisher | IFRN | |
| dc.rights | Acesso Aberto | |
| dc.subject | Forma??o docente. | |
| dc.subject | Doc?ncia na Educa??o Profissional e Tecnol?gica. | |
| dc.subject | Saberes docentes. | |
| dc.subject | Professor iniciante. | |
| dc.subject | Teacher Training | |
| dc.subject | Teaching in Professional and Technological Education | |
| dc.subject | Teaching knowledge | |
| dc.subject | Beginner Teacher | |
| dc.subject | Educa??o profissional | |
| dc.title | In?cio da carreira e saberes da doc?ncia na Educa??o Profissional e Tecnol?gica | |
| dc.type | Disserta??o | |
