Giseli Barreto da Cruz

Aproximando universidade e escola de educação básica pela pesquisa

O objetivo deste trabalho e discutir a relacao entre a pesquisa e o professor de educacao basica a partir de dados de um programa integrado de investigacao sobre o tema. A articulacao entre ensino e pesquisa na formacao e no trabalho do professor da educacao basica e algo que ha algum tempo tem sido abordado na literatura academica, mas pouco se sabe sobre o seu alcance entre os professores desse nivel de ensino. Neste texto apresentamos a proposta e alguns dos resultados de nosso estudo, considerando as tres etapas que o constituem: 1. a visao de professores da educacao basica sobre a pesquisa e sua preparacao para exerce-la, bem como as condicoes e os estimulos para a sua realizacao; 2. a opiniao de professores da universidade responsaveis pela formacao desses professores sobre a importância, a necessidade e a viabilidade da pesquisa, tanto na formacao quanto no trabalho do futuro professor, abordando, ainda, os dispositivos empregados pela sua universidade na formacao dos licenciandos como futuros pesquisadores; 3. a proposta de investigar a posicao dos que decidem sobre pesquisa, uma etapa do estudo em pleno andamento, buscando divisar os elementos levados em conta por essas pessoas. Como conclusao, sao apresentadas algumas reflexoes acerca da situacao atual da pesquisa em educacao e o desafio da formacao de professores, evidenciando a importância de aproximar a pesquisa em educacao das duas realidades que lhe dizem respeito: a da universidade e a da escola de educacao basica.

A pesquisa do professor da educação básica em questão

The text discusses teacher research with writers who perceive the possibility of this kind of research taking place. Among these writers we highlight: Stenhouse, Elliott, Huberman, Geraldi, Fiorentini, Cochran-Smith, Lytle, Anderson, Herr, Andre, Ludke, Cruz, Zeichner, Diniz-Pereira, Nofke, Tardif e Zourhlal. As research tools, two papers presented by teachers at the XII Encontro Nacional de Didatica e Pratica de Ensino (ENDIPE, 2004) and two other papers presented at the II Seminario Internacional de Pesquisa em Educacao Matematica (SIPEM, 2003) were selected. The four texts were sent to twelve judges chosen at different instances among well-reputed professionals in their respective areas of expertise, with considerable research experience and impressive academic production. The selected judges had also shown interest and understanding of teacher training, including teacher research. Based on the written views of these evaluators some theoreticalmethodological as well as practical results are presented that might contribute to enrich the debate on the limits and possibilities of teacher research.

Ensino de didática: um estudo sobre concepções e práticas de professores formadores

The present text analyses the concepts and practices of teaching Didactics in three universities based on the fundamental concept of Didactics proposed by Candau (1983) and to understand how it is assimilated by teachers into majoring programs. Researching procedures included 4 focus groups, 40 interviews with teachers and 90 hours of classroom observation. The objective was to know who is that teacher who teaches undergraduating courses in Didactics to capture his or her views on Didactics and to identify their classroom practices, in order to understand how their claims, concepts and practices find their will to teach. The theoretical framework of researching was elaborated in accordance to ideas defended by Roldao (2007), Gauthier (2006), Cochran-Smith (1999), Andre et al. (2010) and Zeichner (2009).The results demonstrated that there is a tendency to teach Didactics from the point of view of themes based on topics for teaching but with no concern to reinforce the fundamental Didactics. However, it is necessary to be aware of the suggestion found on Fundamentals Didactics which comes characterized by its multidimensionality in the process of teaching and learning.

Teoria e prática no curso de pedagogia

This study discusses the complex relationship between theory and practice in the Education undergraduate course, from the view of primordial educators. The research has turned to a group of seventeen educators who witnessed the early days of the implementation of the Education course in Brazil as undergraduate students, and who excelled in the academic field of education as benchmarks for training and research. Two objectives have guided the study: to research on the features of the beginning of the course and on the changes it has gone through, to analyze the implications, resistances and advances in its history and its importance in the academic field; and to obtain from the participants their position on Education as a knowledge field and as a course to interpret their position in the context of the Brazilian educational field. The main theoretical dialogues were conducted with Saviani (2007) and Houssaye (2004). Methodologically, we worked with analysis of testimonials, collected through semi-structured interviews. The investigation revealed aspects that evidence how the Education course was constructed among us and the conflictive but important position which it occupies in the academic space of education. This article presents a partial analysis of these data, specifically addressing the historic clash between theory and practice in education courses in their early days and today, through the curriculum guidelines of 2006.

O professor formador e o ensino de didática no curso de Geografia: a perspectiva dos alunos

O presente artigo toma como referencia dados coletados para fins de uma pesquisa sobre a Didatica e o aprendizado da docencia no processo de constituicao da identidade profissional de futuros professores, desenvolvida no periodo de 2012 a 2015. Tal pesquisa teve por objetivo analisar conhecimentos sobre a docencia, construidos por meio do estudo de Didatica, por futuros professores, assim como as consequencias da disciplina Didatica para o processo de constituicao dos saberes profissionais docentes. Como estudantes do curso de licenciatura em Geografia avaliam a sua formacao em Didatica e o papel do professor formador no processo de aprendizagem da docencia? Trata-se de um recorte de um estudo investigativo mais amplo, que abrangeu 14 cursos de licenciatura de uma universidade publica federal localizada no Estado do Rio de Janeiro. Como estrategia metodologica, optou-se pela aplicacao de questionario e realizacao de grupos de discussao. A partir de pressupostos teoricos estruturados com base nos estudos de Roldao (2005, 2006), Shulman (1986), Gauthier (1998) e Cochran-Smith e Lytle (1999), buscou-se discutir os temas trabalhados em Didatica, as formas de mediacao do ensino predominantes nas aulas e o papel do professor formador no processo de constituicao da base de conhecimento profissional docente. Os resultados apontam aulas de Didatica muito mais centradas nos aspectos teoricos que acompanham o exercicio docente, do que na propria docencia em si, assim como a necessidade dos formadores, reconhecidos pelos licenciandos como referencias de pratica, incorporarem ao ensino que desenvolvem a propria pratica como parâmetro de formacao.

Teaching Ethos of Reference Professors

Este artigo discute o ethos docente de professores formadores referenciais de pratica, buscando analisar as influencias na sua constituicao profissional e os saberes explicitos e/ou tacitos presentes e mobilizados em sua docencia. Com base em Shulman, Gauthier, Tardif, e Polanyi, foram realizadas entrevistas e observacao de aulas de tres professores indicados como referenciais pelos seus alunos, no contexto de um curso de Pedagogia de uma universidade publica. Os dados revelam convergencias entre as praticas dos investigados e gravitam em torno de uma didatica de prerrogativas intelectivas, morais, afetivas e comportamentais.

Ensino de didática e aprendizagem da docência na formação inicial de professores

O artigo apresenta resultados de uma pesquisa que teve por objetivo analisar o estado atual do ensino de didatica em cursos de licenciatura e sua contribuicao para o processo de constituicao profissional docente. O quadro teorico elaborou-se com base em Roldao, Shulman, Gauthier, Cochran-Smith e Lytle. Metodologicamente, desenvolveu-se analise curricular dos cursos investigados; aplicou-se um questionario aos estudantes que tivessem cursado cerca de 70% do curriculo; e realizaram-se quatro grupos de discussao. Os resultados indicam maior enfase politica do que metodologica no ensino de didatica, expressa nos temas trabalhados, na aula realizada e na relacao com o professor formador. Manifesta-se a necessidade de um ensino centrado na escola publica, na educacao basica e no trabalho docente.

Primary school teacher research under appraisal

The text discusses teacher research with writers who perceive the possibility of this kind of research taking place. Among these writers we highlight: Stenhouse, Elliott, Huberman, Geraldi, Fiorentini, Cochran-Smith, Lytle, Anderson, Herr, Andre, Ludke, Cruz, Zeichner, Diniz-Pereira, Nofke, Tardif e Zourhlal. As research tools, two papers presented by teachers at the XII Encontro Nacional de Didatica e Pratica de Ensino (ENDIPE, 2004) and two other papers presented at the II Seminario Internacional de Pesquisa em Educacao Matematica (SIPEM, 2003) were selected. The four texts were sent to twelve judges chosen at different instances among well-reputed professionals in their respective areas of expertise, with considerable research experience and impressive academic production. The selected judges had also shown interest and understanding of teacher training, including teacher research. Based on the written views of these evaluators some theoreticalmethodological as well as practical results are presented that might contribute to enrich the debate on the limits and possibilities of teacher research.

La pesquisa del profesor de la educación básica en análisis

The text discusses teacher research with writers who perceive the possibility of this kind of research taking place. Among these writers we highlight: Stenhouse, Elliott, Huberman, Geraldi, Fiorentini, Cochran-Smith, Lytle, Anderson, Herr, Andre, Ludke, Cruz, Zeichner, Diniz-Pereira, Nofke, Tardif e Zourhlal. As research tools, two papers presented by teachers at the XII Encontro Nacional de Didatica e Pratica de Ensino (ENDIPE, 2004) and two other papers presented at the II Seminario Internacional de Pesquisa em Educacao Matematica (SIPEM, 2003) were selected. The four texts were sent to twelve judges chosen at different instances among well-reputed professionals in their respective areas of expertise, with considerable research experience and impressive academic production. The selected judges had also shown interest and understanding of teacher training, including teacher research. Based on the written views of these evaluators some theoreticalmethodological as well as practical results are presented that might contribute to enrich the debate on the limits and possibilities of teacher research.

70 ANOS DO CURSO DE PEDAGOGIA NO BRASIL: UMA ANÁLISE A PARTIR DA VISÃO DE DEZESSETE PEDAGOGOS PRIMORDIAIS

Based on the view of seventeen primordial pedagogues, this study surveyed characteristics from the beginning of the course and the changes it underwent. It also points out the predominant view on pedagogy as a field of knowledge and training process to discuss its position within the academic field. Participants were deliberately chosen, from predefined profiles and criteria, to ensure they would form a group representing the early stages of the course and of the educational field in Brazil. The methodological approach focused on the analysis of statements collected through semi-structured interviews. Such analysis revealed aspects that point out how the course has been building up among us and the conflicting, albeit important, position is has occupied in the sphere of academic education.