Ensinar a ensinar e aprender a ensinar: representações de professores e alunos em relação à formação inicial dos cursos de licenciatura na Universidade Federal do Amapa

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This dissertation aims to contrast the educators and the undergraduate senior students representations on being a teacher, in an attempt to identify their conceptions about the learning of the teaching profession. In order to achieve such objectives, we accomplished interviews with four professors of the academic discipline of Didactics and used 115 questionnaires answered by the undergraduate students of Majors Degree in Teaching in Language, Mathematics, History and Geography, who were attending the 7th semester, in June 2005, at the Federal University of Amapá (UNIFAP). This institution is still in its structuring and developing phase, and shelters, in those courses, professors with much experience on teachership, as much on the exercise of teaching as on technical-pedagogical functions in primary and secondary schools, whose formation levels vary (from graduate studies in lato to strictu sensu), working in a regime of exclusive dedication, with 40-hour weekly contract and also young pupils, the majority from 20 to 25 years old, who had not been teaching yet. Having as theoretical reference the notions of social construction of reality, proposed by Peter Berger and Thomas Luckman, and representation in Pierre Bourdieus and Roger Chartiers perspective, understood as the cognitive instruments of apprehension of reality, from which teaching and learning behavior are structured, it was verified that educators and undergraduate senior students from Teaching courses have divergent conceptions regarding the needs which should be acomplished in the formation process: while the later revendicate the offer of activities of practice, the former believe it is necessary to offer the undergraduate senior students a consistent theoretical-methodological reference, in a way that, understanding the present, they could act in a perspective of changing the future. Yet the analyzed educators and undergraduate senior students representations on being a teacher are built up with ambiguity, revealing that the teacher is seen as a compound entity, sometimes a professional of education, sometimes a missionary of education, whose diverse images are constituted and associated, for instance, to the paradigms of the educated teacher, the technical teacher, the missionary teacher, the social actor and the reflexive practice teacher

ASSUNTO(S)

teaching profession unifap, amapá teachers formation major degree in teaching representations on teachership] unifap, amapá professor -- formacao profissional aprendizagem educacao ensino profissão docente licenciaturas universidade federal do amapa representações sobre o magistério formação de professores

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