Formação de professores reflexivos: uma experiência compartilhada
Carregando...
Data
2009-03-10
Autores
Siqueira, Regina Aparecida Ribeiro [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese é uma investigação qualitativa que está fundamentada na concepção teórico-metodológica da Pesquisa Narrativa de Clandinin e Connelly, na Formação do Professor Reflexivo de Donald Schön e na Hermenêutica Filosófica de Gadamer. Em seu acabamento estético (tomando este adjetivo como substantivo foulcaultiano, estética da existência), fundamenta-se na concepção de “saber de experiência” de Larrosa. Nesta pesquisa o que está em suspensão é a vivência da pesquisadora como profissional da educação, cuja história é narrada, reconstruída e revivida, assim como, as histórias da participante, com quem a pesquisadora, de uma forma peculiar, compartilha suas “conversas reflexivas”, seus objetos de estudo (relatos e histórias). A tese aqui defendida é a de que a construção do conhecimento pessoal e prático do professor também se dá ao se narrar as histórias de sua experiência profissional e interpretar palavras faladas e escritas – ações estas que são maneiras privilegiadas de acesso à consciência, entendida como abertura (ato intencional) em direção à compreensão do mundo como rede de relações. Assim, este trabalho teve como objetivos gerais (a) resgatar e reviver as histórias da vida pessoal, acadêmica e profissional da pesquisadora envolvida com o exercício da docência num curso de Letras; e (b) resgatar e reconstruir as histórias de vida acadêmica e profissional de uma outra professora, também formadora de professores de Letras, ex-aluna do referido curso. A tese ilustra a relevância teórico-metodológica da pesquisa narrativa para a reflexão e para a transformação da prática profissional dos professores. Os dois estudos aqui contidos, trazem as “conversas reflexivas” e a interpretação hermenêutica como instrumentos de ação social e profissional para o compartilhamento dos sentidos produzidos...
This thesis reports on a qualitative study that is theoretically and methodologically grounded on Narrative Inquiry of D.J. Clandinin and M.F. Connelly, on the Education of the Reflective Teacher of D. Schön, and on Gadamer’s Philosophical Hermeneutics. From its aesthetical point of view (by taking this adjective as a foucaultian noun – the aesthetics of existence), the thesis is grounded on Larossa’s concept of “knowledge derived from experience”. The study focuses on the researcher’s lived experiences as a professional in the field of Education. Her stories, as well as those of her participant become the foci of her study and they are narrated, reconstructed and relived in a peculiar way – they are shared by means of “reflective conversations”. The thesis here sustained is that the construction of teachers’ personal practical knowledge occurs when they tell the stories of their professional experiences and when they interpret the words that are spoken and written. Such actions are privileged ways to access consciousness, here understood as an opening (an intentional act) towards the understanding of the world as a network of relationships. The general objectives of this study, therefore, were (a) to recover and to relive the stories of the personal, academic and professional life of the researcher during her teaching practice in an undergraduate course of Letters; and (b) to recover and to reconstruct the academic and professional stories of another teacher, who is a teacher educator as well, and one of the researcher’s former students in that course. The thesis illustrates the theoretical-methodological relevance of Narrative Inquiry to the reflection and transformation of teachers’ professional practices. The two studies that are reported here bring “reflective conversations” and the hermeneutic interpretation as instruments of professional and social... (Complete abstract click electronic access below)
This thesis reports on a qualitative study that is theoretically and methodologically grounded on Narrative Inquiry of D.J. Clandinin and M.F. Connelly, on the Education of the Reflective Teacher of D. Schön, and on Gadamer’s Philosophical Hermeneutics. From its aesthetical point of view (by taking this adjective as a foucaultian noun – the aesthetics of existence), the thesis is grounded on Larossa’s concept of “knowledge derived from experience”. The study focuses on the researcher’s lived experiences as a professional in the field of Education. Her stories, as well as those of her participant become the foci of her study and they are narrated, reconstructed and relived in a peculiar way – they are shared by means of “reflective conversations”. The thesis here sustained is that the construction of teachers’ personal practical knowledge occurs when they tell the stories of their professional experiences and when they interpret the words that are spoken and written. Such actions are privileged ways to access consciousness, here understood as an opening (an intentional act) towards the understanding of the world as a network of relationships. The general objectives of this study, therefore, were (a) to recover and to relive the stories of the personal, academic and professional life of the researcher during her teaching practice in an undergraduate course of Letters; and (b) to recover and to reconstruct the academic and professional stories of another teacher, who is a teacher educator as well, and one of the researcher’s former students in that course. The thesis illustrates the theoretical-methodological relevance of Narrative Inquiry to the reflection and transformation of teachers’ professional practices. The two studies that are reported here bring “reflective conversations” and the hermeneutic interpretation as instruments of professional and social... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Professores - Formação, Hermeneutica, Experiencia, Professores reflexivos - Formação, Pesquisa narrativa, Narrative Inquiry, Development of reflective teachers, Philosophical hermeneutics and knowledge of experience
Como citar
SIQUEIRA, Regina Aparecida Ribeiro. Formação de professores reflexivos: uma experiência compartilhada. 2009. 229 f. +. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências de Marília, 2009.