Navegando por Assunto "licenciatura"
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Item Carreira e formação de professores no Tocantins: da percepção dos licenciandos da UFT aos planos de carreira e remuneração do magistério público(Universidade Federal de Goiás, 2011-07-11) MARTINS, Paulo Fernando de Melo; OLIVEIRA, João Ferreira de; http://lattes.cnpq.br/9753142663168623This project is part of the teacher training research line in the post-graduation program of the education department at the Federal University of Goiás. It analyzes the career concepts and conceptions which guide the organization of the public teaching career in the State of Tocantins elementary education. It also examines the views of education graduates from the Federal University of Tocantins (UFT) regarding the limits and possible overlaps between initial training and expectations on teaching career and salary in the State and municipal networks in Palmas. Therefore, the research focused on three basic points: a) the organization of the public teaching career for elementary education in the State and municipal networks in Palmas; b) the characteristic of the teaching career in pedagogy projects within education degrees at UFT; c) the understanding and expectation of UFT education graduates regarding career and salary during the training process. For that purpose, the research was made through bibliographical and documentary sources, as well as field work using questionnaires to collect data amongst 118 interviewee who graduated in education degrees in 2009 in the Campuses of Araguaína (geography, History, Mathematics and Literature), Palmas (Pedagogy) and Porto National (Biology Science, Geography, History and Literature). The documents below stand out amongst those analyzed: The Career, Positions and Remuneration plan (PCCR) in the State and municipal public teaching and the laws that established it in the State of Tocantins, the Institutional Development Plan (PDI), The Institutional Pedagogy Plan (PPI) and Pedagogy Projects of education degrees (PPC) at UFT. The study investigated the organization of public teaching career in elementary education according to the theoretical perspective based on the principle which states that teachers are under a capitalistic logic. Under that perspective, the nature of work is based on the conditions established by relations of production, even though teachers all have the same identity when it comes to the teaching job. To set a good initial training based on a significant learning and on an efficient teaching training and valorization, we assumed that teaching degrees shouldn t separate the theoretical foundations of education and the knowledge regarding the training which focuses on other dimensions of the teaching job and more precisely on the professional ones (career, salaries, organizational aspects, work conditions, continuing education, etc). Therefore, the research highlighted the importance of the professional dimension of teaching, and especially the career organization in order to understand the policies set to valorize teaching. This is especially true in a moment when career issues get a lot of attention in political debates about quality improvements in the Brazilian education. The results of the research have shown that the teaching career as a theme is significantly present in the syllabus of the teaching degrees at UFT. However, the organization of the teaching career is not appearing as a relevant question in pedagogy projects of the degrees neither on institutional plans. Apart from that, the research revealed that because of the work conditions and salaries in the State of Tocantins, the teaching career is still attractive for education graduates who were interviewed even though the PCCR are made up as tools to achieve neo-liberal projects in the State of Tocantins.Item Tornar-se Professor: a formação desenvolvida nos cursos de Física, Matemática e Química da Universidade Federal de Uberlândia(Universidade Federal de Goiás, 2007-07-06) MELO, Geovana Ferreira; GUIMARÃES, Valter Soares; http://lattes.cnpq.br/2733981651920914This current study discusses the teacher education program developed at Federal University of Uberlândia, based on the analysis of three undergraduate courses: Physics, Mathematics and Chemistry. The purposed aims were: to point out and to analyze the main difficulties encountered throughout the teacher education program by the students; to identify the teaching knowledge produced in these courses, assimilated and used in a daily practice routine by the undergraduate students for their internship; to comprehend whether the specific contents, in the way they are worked, may lead to a pedagogical transposition; identify the predominant teaching practice in the courses that the most contribute for the development of a professional identity of the undergraduate students. We have had the institution and courses records, also the legal documentation, as references to analyze the scientific production in the field. A significant part of the data was obtained with the courses coordinators and professors who have been interviewed and focus groups formed by students. The analysis points out mainly to a solid teaching program of the specific content area in the courses which emphasize the subject content domain; however no unfolding attention regards to the teacher education program. This fact is a clear evidence of how far apart the academic knowledge is from the school knowledge. The features of the teaching education program rely on professional knowledge which is worked in a way that may lead to a professional identity development. The teaching procedures, gestures and relations established between the professors and undergraduate students have great relevance in the learning process of a profession, moreover, by the environment character of how the teaching education program occurs. The main teaching education practices highlighted by the undergraduate students are related to activities which are developed in groups when students and professors act as interlocutors. Furthermore, other activities stand out, such as: seminars, in-class discussions, curricular internship and experiences exchange with peers, besides the competent action of some professors. Despite some issues emerged from this study, several aspects of the initial formation, developed at University, help to make the university a exceptional lócus for elaborating knowledge, for developing professional identities, ways of acting and insertion in the profession. Some data points to the ability of reflecting about education, teaching, the process of teaching and learning how demonstrated by some students; the way they assume their own manners of acting without much support from and in their courses, but from a professional awareness committed with education improvement; students willing, especially those from the Mathematics and Chemistry courses, to identify themselves with the profession in spite of the upset and low status of teaching profession. The research has found out that the courses theory- scientific quality and the professors willing to discuss the teaching education program are vital to increase the improvements in this field nationwide.