Banca de DEFESA: MARIA DAS DORES DUTRA XAVIER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARIA DAS DORES DUTRA XAVIER
DATA : 20/07/2016
HORA: 09:00
LOCAL: Auditório - CE
TÍTULO:

EM ELABORAÇÃO

PALAVRAS-CHAVES:

Social Representations. Initial Teacher Training. Knowledge teachers. Educational practice.

PÁGINAS: 156
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This study is included in the line research Education, Curriculum and Pedagogical Practices,
linked to the Graduate Program in Education of the Federal University of Rio Grande do
Norte (UFRN). This is a qualitative research, where the focus of interest was to analyze the
social representations of undergraduates of UFRN Course of Pedagogy regarding the
educational practice. In order to reach this purpose, we use the theoretical support: the Theory
of Social Representations (MOSCOVICI, 2012; 2003; JODELET, 2001) and dialogue with
prominent people who study and research about the themes: teacher training, identity and
teaching knowledge, to teaching and educational practice; as references we highlight
PIMENTA E LIMA (2012), PAULO FREIRE (1996), TARDIF (2000, 2013), GUIMARÃES
(2006), DUBAR (1997), and NÓVOA (2009), with the purpose to understand in depth the
object studied . As procedures for getting information and analysis of the wrapped data in this
object, use the research tools: Technical Words Association Test (TALP), and a semistructured
questionnaire, with students enrolled in the Course of Pedagogy Classroom, UFRN,
distributed in periods 1, 5, 6, 7, 8, 9 and 10 of the course, students of adding two shifts,
afternoon and evening. With regard the analysis of the information earned, we use Content
Analysis, Bardin (2011). We seek before the found data collection; have been able to answer
our initial question: What social representations undergraduates of UFRN Course of
Pedagogy share about educational practice? The study and theoretical dialogue alongside the
analytical path about the arising sense of semantic fields, categories and themes showed us
signs of a social representation of educational practice directed to the classroom, heavily
permeated by emotional issue, theoretical and technical that it has ruled in didactic and
pedagogical aspects of teaching practice: planning, transmission and evaluation. We realize
also that the social representation of educational practice presents anchored on the idea that
there is no teaching practice excluded from technical knowledge, experiential and area even
excluded from the dialogue with the emotional, social and political, much less separate from
those materializing the process of teaching and learning, teacher and student. The
undergraduates embody the educational practice in the real sense of doing, doing
contextualized, teaching activities committed to the teaching and learning processes.

MEMBROS DA BANCA:
Externo à Instituição - ANDRE AUGUSTO DINIZ LIRA - UFCG
Presidente - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Externo à Instituição - LENINA LOPES SOARES SILVA - IFRN
Interno - 1672888 - MARIANGELA MOMO