Title:	Os caminhos e os desafios da práxis pedagógica : análise da profissão docente de professores dos anos iniciais
Authors:	Almeida, Nilvânia Cardoso
metadata.dc.contributor.email:	mailto:nilvâniacardoso2016@gmail.com
Orientador(es)::	Machado, Liliane Campos
Assunto::	Educação Práxis pedagógica Docentes Professores - formação
Issue Date:	3-Dec-2020
Data de defesa::	15-Jul-2020
Citation:	ALMEIDA, Nilvânia Cardoso. Os caminhos e os desafios da práxis pedagógica: análise da profissão docente de professores dos anos iniciais. 2020. 113 f., il. Dissertação (Mestrado Profissional em Educação)—Universidade de Brasília, Brasília, 2020.
Abstract:	In this work, we made an incursion into aspects related to the teaching profession, having as object of study the pedagogical praxis of teachers of the Early Years of Basic Education, in order to analyze how the paths and challenges of pedagogical praxis are consolidated in the teaching profession of these professionals. The methodology used was of a qualitative nature, developed in the historical-critical perspective of the dialectical analysis of the teaching profession, because the Historical-Critical Pedagogy is considered as a mediator of the understanding of social practice resulting from the analyzes from the researched school reality. Content analysis was chosen as the technique for analyzing empirical data, which enabled us to interpret the social practice of collaborating teachers. We used instruments such as: the identification form and the descriptive research forms which made it possible to generate data from the field research, carried out with ten teachers, from two schools of the Regional Coordination of Sobradinho, located in specific social situations that require teachers the unique pedagogical skills to promote teaching and learning, linking ideas capable of combining theory and practice in the daily exercise of the profession. In order to build the theoretical field, conceptual aspects were discussed to absorb how learning and teaching involve the teaching profession and can boost the teaching-learning process and pedagogical praxis. We deal with the pedagogical knowledge inherent to the teaching profession and the extent to which they can impact the construction of professional identity and pedagogical praxis. We also address how the constitution of professional identity, the paths and challenges experienced by teachers can interfere and / or boost pedagogical praxis during their professional careers. The reasoning is based on: Almeida; Leite; Santiago, (2013), Curado Silva (2018), Cury (1989), Cruz (2017), Charlot (2013), Duarte (2016), Hall (2019), Gamboa (2012), Gatti (2019), Imbernón (2011, 2016), Tardif (2012), Machado (2009,2013), Malanchen (2016), Nóvoa (2017), Pimenta (2012), Sampaio e Leite (2014), Silva (2014), Saviani (2013), Tardif (2012), Vasquez(1977) and others to expand the discussion. Based on such perceptions, we appreciate the results found as registered by the teachers due to their experiences and dilemmas lived in the classroom contexts when carrying out their pedagogical practices. They stressed how challenging the pedagogical work activity is and requires continuous training efforts in search of knowledge that will account for theory and practice in the reconfiguration of pedagogical praxis. Based on the outcomes found, in the case of the Professional Master's Degree, we present the proposal for a technical research product, the course entitled: Pedagogical Praxis, Paths and Challenges of Teacher Education. This course responds to the wishes of the collaborating teachers by pointing out the weaknesses felt in their pedagogical activities.
metadata.dc.description.unidade:	Faculdade de Educação (FE)
Description:	Dissertação (Mestrado Profissional em Educação)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, Brasília, 2020.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação, Mestrado Profissional
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Appears in Collections:	Teses, dissertações e produtos pós-doutorado

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