Doutorado em Educação (FE)
URI Permanente para esta coleção
Navegar
Navegando Doutorado em Educação (FE) por Por Orientador "Alves, Wanderson Ferreira"
Agora exibindo 1 - 6 de 6
Resultados por página
Opções de Ordenação
Item O trabalho docente no ensino médio privado: experiências de professoras e professores na região do Triângulo Mineiro e Alto Paranaíba(Universidade Federal de Goiás, 2019-08-20) Borges, Bruno; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Cunha, Daisy Moreira; Lopes, Jurema Rosa; Machado, Maria Margarida; Gabassa, VanessaThe study analyzes the specific case of the work experience of teachers working in private high schools in the Triângulo Mineiro and Alto Paranaíba region. Given the expansion of the privatization process in regular education and the growth in the number of teachers working in private schools, the research started from questioning the extent of the influence of business interests on the educational objectives of such organizations. The work is characterized as a qualitative research of an explanatory type that uses the ergological perspective as a theoretical and methodological basis. Eight teachers working in the region in question for at least five years have collaborated with the study. The collection of the testimonies was carried out using the "current" or "snowball" tool, that is, one teacher indicating the next, and through semi-structured interviews. The thesis is divided into four chapters. The first is dedicated to the discussion about the concept of work and teaching work. The second chapter deals with privatizing educational reforms, the expansion of private education in the country and the general conditions of work that teachers find in private high schools. The third chapter discusses the theoretical and methodological aspects that underpinned the study. The last chapter analyzes the content of the testimonies in the light of the theoretical and ethodological references adopted. The friction between the epistemological, ethical and political options of the researcher with the testimonies of the collaborating teachers allowed the consolidation of some knowledge and the emergence of other knowledge about the work activity that is carried out in the scope of private high schools in the indicated region. Among the main results of the study can be indicated that although the public university plays a major role in the initial training of teachers working in private schools, monitoring in the institutions themselves constitutes an important moment of preparation for future teachers. The testimonies revealed that there is no consensus on the issue of career, mainly due to the instability of the workers in private schools, due to the “opening and closing” of schools and the reduction or increase of classes from one period to another. The prescriptions for the work are determined by the apostille material that is adopted by the institutions whose main objective is the preparation for entrance exams in the university, such as the ENEM and the vestibular. The focus on entrance exams characterizes both the service offered by schools and the expectation of parents and students pursuing these institutions, although respondents have revealed that their work is hardly restricted to that goal alone. In short, the work activity of the teachers who work in private secondary education in the research region is carried out between the tension between what the company, the students and the parents expect them to do and what they think they should do, something else is referenced in the conceptions that the teachers have of what must be the regular formal education of average level.Item A formação de professores de música para a educação básica na região Centro-Oeste(Universidade Federal de Goiás, 2015-09-14) Campos, Gilka Martins de Castro; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Zanatta, Beatriz Aparecida; Pessoa, Jadir de Morais; Toschi, Mirza Seabra; Rosa, Sandra Valéria LimontaThis paper discusses the education of music teachers who work with Elementary Education and have attended to undergraduate courses of Universities from Middle-west Region of Brazil. The goal was to acquaint the formative project of such courses, particularly: training conception and action proposed in the political pedagogical projects (PPP) of each course, identifying possible similarities and distinctness they might present. To achieve such goal, there is a discussion on curriculum documents – curriculum matrix and political pedagogical projects (PPP) – of the Music Education Courses of the Federal University of Goiás (UFG), Federal University of Mato Grosso do Sul (UFMS), Federal University of Mato Grosso (UFMT) and University of Brasília (UnB).The discussion was through the study of National policies for teacher training (implemented in the National Curriculum Guidelines for undergraduate courses in Music and for the training of teachers for Basic Education) and its contextualization in teachers training courses in the Middle-west Region (as a development of this legislation in the PPPs of the Undergraduate programs in Music from the Universities of the region). The methodology included bibliographical review, documental research and interviews. The discussions proposed in this research considered as reference the works of authors who research teachers’ education such as Freitas (2002) and Brzezinski (1996a, 1996b, 1996c, 1999 and 2008). In the curriculum field works by Moreira (2003, 2009) and Apple (1994a, 1994b, 2006) were used as reference. In the education politics and legislation Works by Cury (2002, 2009), Catani, Oliveira and Dourado (2001), Carvalho (2011), Dourado (2002), Oliveira (2009), Sguissardi (2000), Silva Júnior (2002), Silva Júnior and Sguissardi (2001, 2005) were considered. In the music education and the education of the music teacher works by Penna (2007, 2010) and Pereira (2012, 2013) were adopted. Among the most significant similarities verified throughout this research, the promptness of the Superior Education Institutions (IES) on accepting totally or partially the statements of the National Curriculum Guidelines for Undergraduate courses in music and for the teaching training programs for Music Education. Also important to mention the emphasis given to musical practice in its different ways of expression in the curriculum. The differences found are punctual and they might be attribute to the specific characteristics and/or problems of each IES.Item Usos de si e testemunhos de trabalhadores docentes readaptados(Universidade Federal de Goiás, 2019-08-26) Lemes, Núbia Cristina dos Santos; Alves, Wanderson Ferreira; lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Teixeira, Ricardo Antônio Gonçalves; Silva, Ênio Rodrigues da; Santos, Livia Gomes dos; Baptista, Tadeu João RibeiroThe objective of this research is to understand how the readjusted teacher's life and work experience is presented, based on his testimonies. The methodology used was qualitative, using semi-structured individual interviews. The interviews were transcribed and organized according to Graham Gibbs thematic coding and categorization. The ergological perspective conceived by Yves Schwartz was the contribution in the interpretation of the testimonies of life and work in the uses of the body-self. The activity clinic based on Yves Clot made it possible to understand the situations of amputation of the power to act. The knowledge of life from Georges Canguilhem allowed us to associate health with the normative capacity of the human living. Philippe Davezies made it possible to understand the relationship between the involvement of affective dimensions at work and the illness of teachers, and Christophe Dejours provided the relational basis between work organization and psychological distress. One teacher and five teachers participated in the research that included the population of readapted teachers from Iporá, Goiás State.The analysis of the testimonies revealed how teachers' lives and work intersect and how the body-self was affected by the dramatic experiences experienced at work. Upon becoming readapted, teachers assume the role of library facilitator and pedagogical advisor, however, in schools they perform various activities. Out of the classroom, the readjusted teacher seeks new meanings in the tasks assigned to him. Even so, it stands out in the testimonies that the meaning of work, for the readjusted teacher, lies in the classroom activity. It was unanimous in the testimonies the existence of stigma before the professional collective of the readapted teacher. For these, the new objects of work replaced the object / subject / student. These new objects became the quality of emotionally competent objects. The survey also revealed that Gestar-SEDUC does not have enough staff for the state demand that, according to GESPRE data for 2017, out of a total of 10,100 permanent teachers, had 100 teachers temporarily or permanently readapted, and 54% was between 41 and 50 years old. In 2018, the number of readaptations increased to 167 teachers, but the highest readaptation rate remained at the same age, estimated at approximately 50%. The survey confirmed 80% of pathological disorders in females and that there is still no clarification from the competent bodies on how to deal with the teacher readjusted at school. The rate of illness in the category is increasing. In addition to teachers who are legally removed from professional practice, the same amount of sick teachers is off the classroom in an unofficial manner. The survey also found that the Goiás State Workers Union has not required teachers' health care. Because of all this, public policies lack effective actions that can create possibilities for recovery of the readjusted teacher's health and adequate environmental and organizational working conditions.Item Por uma pedagogia dialética para a EJA: contribuições a partir de Vigotski e Paulo Freire(Universidade Federal de Goiás, 2021-10-25) Rodrigues, Rita de Cássia Balieiro; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Alves, Amone Inácia; Echeverría, Agustina Rosa; Toassa, Gisele; Machado, Maria MargaridaThe aim of this thesis is to analyze the formation of scientific concepts mediated by dialogism, discussing and understanding the contributions of Vygotsky and Paulo Freire to Youth and Adult Education (EJA). This study is justified by the pedagogical need to reconcile respect for the speci-ficities of EJA students with quality education, comparing an education that overcomes the welfare positions to contribute to the development of conceptual and critical thinking by students. This is a qualitative, theoretical and bibliographical research that used a dialectical materialist approach to support, to analyze and to reflect based on important works by LS Vygotsky and Paulo Freire, as well as authors such as: A. Leontiev, V. Davidov, A. Gramsci , K. Marx and F. Engels, M. Bakh-tin, Y. Clot and Y. Schwartz who enter the debate with their contributions related to education, society and work. This research is made up of three categories: knowledge, language and activity. In the analysis of knowledge, scientific concepts are characterized at the philosophical, epistemo-logical, psychological and pedagogical levels, in order to propose the intercommunication between different types of knowledge and scientific knowledge. Language is conceived as an important social construct and the dialogicality presents itself as a pedagogical mediation that produces knowledge. Human activity is seen in its anthropological and philosophical aspects as the content that mobilizes the formation of concepts and promotes awareness, so it is recommended that the pedagogical work with scientific concepts in EJA is developed in order to find a narrow relation-ship between work and education, based on the principles of integral human formation. Consider-ing that "concept formation" is a higher psychic function that develops substantially after the tran-sition phase (puberty), the present research concludes that it is necessary that the pedagogical work with scientific concepts is carefully and intentionally directed so that the EJA students develop a new way of thinking and not just memorization of concepts. It is assured that the dialogicality of education, in Freire's proposal, is the social relationship in which the psychic function "formation of scientific concepts" can be better developed, which leads to the defense that thematic investiga-tion and the problematization of reality must be fundamental part of learning concepts in EJA. The results support that the pedagogical work needs to relate the meaning of the concepts and the meanings attributed by the students so that conceptual and critical thinking can be developed. Based on Vigotski, it is ensured that the higher psychic functions in EJA students (perception, at-tention, practical activity, language, concept formation, etc.) appear to some extent already devel-oped, endowed with meaning and directed at the object of their activities. In agreement with the perspective of the Activity Clinic and the democratic principles of Paulo Freire, the importance of collective work and the need to preserve the conquests and democratic practices already achieved for this type of education are highlighted. Furthermore, considering EJA professors as direct inter-locutors in this thesis, the entire argument is summarized in an invitation to reflect on the “profes-sional gesture” capable of overcoming banking and anti-dialogical practices.Item Mulheres egressas da Educação de Jovens e Adultos na universidade: uma análise na perspectiva da relação com o saber(Universidade Federal de Goiás, 2020-12-17) Santiago, Nilda Gonçalves Vieira; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Machado, Maria Margarida; Alves, Amone Inácia; Ferreira, João Roberto Resende; Duarte, Aldimar JacintoThe present research had as general objective to understand and analyze how the academic trajectory and the relationship with knowledge at the university were constituted, by students graduating from Youth and Adult Education. The analysis of the life and school trajectories of these students was proposed, in which the knowledge constituting the identity formation, the academic strategies developed and the mobilization for entering and staying at the university were observed. The challenges and difficulties experienced by them during the course were also analyzed, from the process of access to higher education, through permanence or not until academic success. It was also sought to understand the meanings that the knowledge produced by the university acquire for these women and contribute to a better conception of the aspects of the school trajectory of women from the popular strata, which makes it an indication of paths that allow to re-signify studies and policies. The object of this study consists of three elements, namely: the nature of the university, the social origin of the graduates of EJA and the problem of the relationship with knowledge. This is a case study carried out with eight graduates of Youth and Adult Education, students of the Pedagogy and History courses at UEG - Campus Goianesia. The methodological choice was qualitative research, having as basic sources of data the in-depth interviews conducted with students who were in the following situations at the university: frequent (who are at least in the second year of the course), away / avoided and who have already completed the course. This methodology aimed to ensure a more plural data collection for the interpretative analysis of personal and school trajectories. Bibliographic material was also collected, data was collected at the academic secretariat of the Campus, analysis of the socioeconomic questionnaire of the freshmen and analysis of documents from the University, such as PDI (Institutional Development Plan), Pedagogical Projects of undergraduate courses, among others. others, in order to support the understanding of the object in its entirety. As a theoretical contribution, to conduct the study, we mainly used the theory of the relationship with Bernard Charlot's knowledge and Paulo Freire's conceptions about the human being as a being of relationships. This work was also based on the school trajectories of students from the lower classes, in the studies of Nadir Zago and Bernard Lahire. Regarding the discussion about the university, the reflections made came from thoughts such as Ildeu Moreira Coêlho and Marilena Chauí. In the data analysis, the following analysis categories emerged: 1) Perceptions about EJA as a motivation for higher education; 2) Strategies and movements for entering and staying at the university; 3) The relationship with university knowledge. The three categories were articulated and showed the meanings and motivations of the university course experienced by the women surveyed. The study showed that the trajectories experienced by these women are unique stories, although the importance of the social determinant of the stratification of Youth and Adult Education is recognized. The way they appropriated knowledge and the academic context, even if limited by the precarious conditions of the institution, is specific to each one and happens through the relationship established with themselves and with others. The work also revealed that the relationship with the knowledge that the majority constituted at the university was linked to the prospects for a better life, personal and professional growth and not necessarily to reflection, creation and freedom of thought, as expected from those who enter the university space.Item O gesto profissional docente em creches: o visível e o invisível(Universidade Federal de Goiás, 2023-02-28) Silva, Ana Carolina Giannini; Alves, Wanderson Ferreira; http://lattes.cnpq.br/3095329344468703; Alves, Wanderson Ferreira; Lima, Daniela da Costa Britto Pereira; Machado, Maria Izabel; Melo, Kenia Abbadia de; Barros, Maria Elizabeth Barros deThis thesis discusses the teaching work in day-care school centers, in particular, the professional gestures performed by the teachers in the concreteness of real work, questioning the invisibility of the knowledge put into action in schools by those professionals. The general objective is to understand how, individually and collectively, professional gestures are constituted in teaching activity with children aged 0 to 3 years in a Brazilian public day-care school center located in the interior of São Paulo state, Brazil. The research is characterized as a Case Study and has as theoretical-methodological basis the Ergological approach and the Activity Clinic. Eight teachers who work in the municipal public day-care school center participated in the investigation. The field research took place through moments of participant observation and of simple and crossed self-confrontation devices. The text is structured, in addition to the introductory section, in two parts. Part I contains chapters two, three, four and five and aims to present the course of the investigation and the research theoretical framework. In chapter two, the justifications that guided the choice of the empirical field are presented, problematizing the object of study and describing the investigation process stages. In the third chapter, the concepts about the definition of ‘profession’ and the notion of ‘qualification’ are outlined, in order to understand the problem of social recognition of work. In the fourth chapter, we present the theoretical-methodological foundations of Ergology and Clinical Activity, which are the approaches that supported our teaching work analyzes. Chapter five brings a synthetic review of the socio-historical constitution of the teaching profession in day-care center from the moment of its creation and expansion until the present moment, presenting the studies’ contributions about the nature of the teaching work, its knowledge and its specificity. Part II presents the empirical field researched and the participating teachers in the research, as well as the situated analysis of the teaching work. This part comprises chapters six and seven. In chapter six, it is exposed the research results, presenting the empirical field and the participating teachers, opening a discussion about the articulations between prescribed work and real work. Chapter seven deals specifically with the professional gestures. As main conclusions, the study points out four professional gestures in the day-care school center: conducting the routine; guiding affectionate dialogue; care in action; and holding the baby. The constitution of these gestures is permeated by knowledge, values and activity. The teachers' knowledge is woven in a dialectic in which the teachers need to manage the knowledge in non-adherence with the knowledge in adherence. In this sense, two types of knowledge – non-coincident and invested with singular importance – cross the professional gesture: the experience knowledge and the theoretical-scientific knowledge.