Banca de DEFESA: RHEBECCA SAMILLY TINOCO BARRETO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RHEBECCA SAMILLY TINOCO BARRETO
DATE: 27/02/2028
TIME: 14:00
LOCAL: Webconferência
TITLE:

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KEY WORDS:

Educational Psychology; Teacher Education; Teaching Practice; Historical-Cultural Psychology.

 

PAGES: 228
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present study is situated within the field of teacher education, understood as a complex,
dynamic, continuous, and unfinished process that involves cultural, personal, and professional
development from a reflective perspective. Within this process, Educational Psychology stands
out as a field of knowledge that, in articulation with other areas of expertise, underpins teacher
education and practice by providing essential theoretical and practical foundations for
professional performance. Recognized as fundamental to teaching due to its production of
psychological approaches that permeate education, Educational Psychology constitutes the
central object of this study, whose objective is to investigate the implications of Educational
Psychology and its body of knowledge for teacher education and teaching practice. To this end,
the study is grounded in Historical-Cultural Psychology, with emphasis on the contributions of
Vygotsky, as well as in recent literature addressing the implications of Educational Psychology
for teaching. This research is characterized as a qualitative investigation, anchored in the
principles of collaborative research, which privileges democratic investigative practices and
dialogical spaces that generate new knowledge by integrating teachers and researchers toward
critical and collective reflection through the sharing of personal and professional experiences and
lived experiences, articulating theoretical knowledge with practical knowledge. In this sense, the
research was carried out through the implementation of two collaborative groups, each consisting
of four meetings, with the participation of 15 teachers holding degrees in Pedagogy and working
in a public Early Childhood Education school within the municipal education system of
Parnamirim, Rio Grande do Norte, Brazil. The data collected were subjected to Bardin’s Content
Analysis and organized into analytical categories constructed a posteriori, considering the
reflections and discussions developed within the groups, which revealed the teachers’
conceptions regarding the object under investigation. The results indicate that: (1) the
collaborative groups were essential to the construction process of this study, constituting a space
for reflection, sharing, and the production of new knowledge regarding the investigated theme,
fostering the teachers’ personal and professional development; (2) teachers’ formative and
professional trajectories—shaped by social experiences and personal lived experiences, by the
concrete conditions of the teaching profession, and by the relationships established within the
school context—directly impact the production of meanings and the recognition of the relevance of teacher education and Educational Psychology; (3) Educational Psychology was widely recognized by the participating teachers as a field of knowledge that produces essential knowledge for teaching, assuming a central role both in their formative trajectories and in the development of their teaching practices, while also pointing to the existence of weaknesses in the ways this field is presented in teacher education programs; and (4) the teachers’ conceptions of teaching and learning are marked by a relational and dialectical understanding, in which these processes are continuous and socially enhanced. We conclude that Educational Psychology is recognized by teachers as fundamental to teaching, as it supports the understanding of teaching, learning, and child development processes. However, the data indicate the need to strengthen its presence in initial teacher education by expanding course hours and promoting discussions more closely articulated with school reality, in order to foster a more consistent, critical, and intentional teacher education.

 

COMMITTEE MEMBERS:
Externa à Instituição - ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES - IFRN
Externa à Instituição - ANTONIA MAIRA EMELLY CABRAL DA SILVA VIEIRA - UERN
Presidente - 2621064 - CYNARA TEIXEIRA RIBEIRO
Externa ao Programa - 1645274 - DANIELLE OLIVEIRA DA NÓBREGA - nullInterna - 3063485 - KATIA REGINA LOPES COSTA FREIRE