A pesquisa como prática docente universitária
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Data
2013-06-17
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Universidade Federal de Goiás
Resumo
This study deals with pedagogical practices carried out in academic licentiate degree
course at Universidade Federal de Uberlandia (UFU), Minas Gerais state. It follows
the research line Teaching Education and Professionalization linked to the Faculdade
de Educação at Universidade Federal de Goiás, Goiás state. As a way of recognizing
the current relevance of its theme, this thesis attempts at outlining new conceptions
of research in teacher education as a possibility of changing the current conceptions
of research as an educative practice. Its overall aim is to identify, to understand and
to analyze conceptions of research put into evidence by motivations, meanings and
goals that licentiate degree course’s professors ascribe to the research role in their
educative practice to train teachers. Specifically, its aims include: identifying and
analyzing research conceptions in these professors’ teaching background, their
educative practices’ historicity, dynamics, contradictions, and contextualization in the
light of the relationship among educator, student and their subject-matters; analyzing
a dialectical move permeating those practices in relation to the research conceptions
identified in these professors’ teaching background; and, finally, presenting new
conceptions of the research role in teacher academic training. The starting point for
doing so is the following question: what features characterize those professors’
teaching practices based on the research as an educative tool that they develop in
licentiate degree courses considering the relationship among professor, student and
subject-matter? Answering such question has required making an initial revision of
teacher-as-researcher theoretical concept (STENHOUSE, 1987; ELLIOTT, 1998) and
of ideas which relate research to teacher education (FREIRE, 1981a; 1981b; 1996;
DEMO, 1998; 2000; SEVERINO, 2009), respectively. Fieldwork data came from
semi-structured interviews (LÜDKE; ANDRÉ, 1986) with professors from each
licentiate degree course at UFU carried out as a case study (ANDRÉ, 2008) and
following the dialectical materialism approach (FRIGOTTO, 2006; GAMBOA, 2006).
Results were grouped in three conceptions of research in teacher education:
research as daily attitude; research as systematization of knowledge making; and
research as making of didactic resources.
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Citação
SILVA, Elsieni Coelho da. A pesquisa como prática docente universitária. 2013. 248 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2013.