Processo identit?rio profissional: as experi?ncias formativas de licenciandos do curso de F?sica - UFPI

• Main Author: Ara?jo, Hilda Mara Lopes
• Other Authors: 32264046449
• Language: Portuguese
• Published: Universidade Federal do Rio Grande do Norte 2016
• Subjects: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Experi?ncias formativas; Identidade profissional; Forma??o docente
• Online Access: http://repositorio.ufrn.br/handle/123456789/21262

Submitted by Automa??o e Estat?stica ([e-mail]) on 2016-08-25T20:28:59Z No. of bitstreams: 1 HildaMaraLopesAraujo_TESE.pdf: 2129569 bytes, checksum: 26ef50f084c4723ae114f61158e147fe (MD5) === Approved for entry into archive by Arlan Eloi Leite Silva ([e-mail]) on 2016-08-25T22:49:08Z (GMT) No. of bitstreams: 1 HildaMaraLopesAraujo_TESE.pdf: 2129569 bytes, checksum: 26ef50f084c4723ae114f61158e147fe (MD5) === Made available in DSpace on 2016-08-25T22:49:08Z (GMT). No. of bitstreams: 1 HildaMaraLopesAraujo_TESE.pdf: 2129569 bytes, checksum: 26ef50f084c4723ae114f61158e147fe (MD5) Previous issue date: 2011-12-16 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) === Nesta pesquisa, temos como objeto de estudo o processo de identifica??o com a profiss?o de discentes do Curso de Licenciatura em F?sica da Universidade Federal do Piau?. Partimos da seguinte quest?o: ? Que rela??es podemos estabelecer entre os sentidos dados pelos discentes ao conjunto das experi?ncias vivenciadas na sua forma??o inicial e a constru??o identit?ria como docente? O pressuposto ? de que o processo identit?rio com a profiss?o pode conter experi?ncias formativas imposs?veis de serem reduzidas ?s situa??es de aprendizagem de disciplinas. Consideramos que, no desenvolvimento do processo identit?rio profissional, as articula??es e as conex?es que os estudantes estabeleceram consigo, com o outro - seus professores formadores, gestores - e com o mundo - a Universidade, a escola p?blica - devem ser compreendidas nas rela??es de interdepend?ncia, consubstanciadas nas experi?ncias vivenciadas durante a etapa inicial de forma??o. Logo, nosso objetivo ? compreender o processo de identifica??o dos discentes com a profiss?o docente, com base nos sentidos dados ?s suas experi?ncias formativas. Para tanto, utilizamos a metodologia da Entrevista Compreensiva, e elegemos como princ?pios te?ricos metodol?gicos: a multirreferencialidade, "configura??o e interdepend?ncia?, a rela??o entre ?identidade e alteridade?, a ?escuta sens?vel e o ?artesanato intelectual?. O trabalho ? organizado em duas partes: a primeira, desenvolvida em dois cap?tulos, ? de car?ter introdut?rio. A segunda parte desdobra-se em cinco cap?tulos, e constitui o desenvolvimento da tese. Em ?trajet?rias?, desvelamos, a partir das a??es e inten??es que mobilizaram os discentes, processos referentes ? escolha do curso, e, desta forma, as identifica??es iniciais com o ser um discente universit?rio. Buscamos identificar poss?veis disson?ncias entre o curr?culo ?institu?do e instituinte?, bem como as implica??es de sua gest?o no conjunto das experi?ncias formativas dos professores futuros. Em suma, procuramos captar, por meio das falas de um grupo de estudantes, os sinais, as imagens e os sentidos de suas experi?ncias formativas, as quais indicam como se constr?i uma vis?o da profiss?o docente. Com este estudo, visamos contribuir para as pesquisas sobre as licenciaturas, tomando como eixo os processos formativos que configuram esses cursos. Por fim, que se possam, sobremaneira, pensar pol?ticas de forma??o, a partir de exig?ncias internas, vivenciadas nos processos formativos. === In this research, we have as study object the identification process with the profession of students of the Undergraduate course for preparing professors for teaching Physics of the Federal University of Piau?. We start from the following question: - What relationships can be established among the senses given by the students to the group of the experiences lived in their initial formation and the identity construction as teacher? The presupposition is that the process of identification with the profession can contain formative experiences that are impossible to be reduced to the situations of disciplines learning. We considered that, in the development of the process of professional identification, the articulations and the connections that the students established with themselves, with the others - their formative teachers, managers - and with the world - the University, the public school - they should be understood in the interdependence relationships, consubstantiated in the experiences lived during the initial stage of their formation. Therefore, our objective is to understand the process of identification of the students with the teaching profession, based in the senses given to their formative experiences. In order to get this aim, we used the methodology of the Comprehensive Interview, and we chose as methodological and theoretical principles: the multi-referential theoretical framework, 'configuration and interdependence', the relationship among 'identity and alterity', the sensitive hearing and the 'intellectual craft'. The study is organized in two parts: the first, contains two chapters, that have introductory character. The second part is unfolded in five chapters, and it constitutes the development of the thesis. In the "paths", we revealed, starting from the actions and intentions that mobilized the students, processes involved in the choice of the course, and, this way, the initial identifications with the being an university student. We looked for to identify possible dissonances among the curriculum 'instituted and instituting', as well as the implications of its management of the formative experiences of future teachers. In short, we tried to capture, through the speeches of a group of students, the signs, the images and the senses of their formative experiences, which indicate as a vision of how their teaching profession is built. With this study, we sought to contribute for the researches on the field of degrees, taking as axis the formative processes that configure those courses. Finally, that the proposition of professor formation politics should be fundamentally based in internal demands, lived in the formative processes.