A contribuição do estágio supervisionado para a formação reflexiva do pedagogo

This study aims to investigate the contribution of supervised training for training reflective of the students in the service of pedagogy course of the Vocational Training Program for Basic Education - PROFORMAÇÃO Universidade Estadual do Rio Grande do Norte / Campus Avançado Professor João Ismar de Moura - CAJIM Patu City / RN. Based on studies of Schon (2000), Alarcão (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina (2008) among others have adopted a theoretical framework which have been focusing on studies concerning the formation of the reflective teacher, in perspective also contribute to the professionalization of teachers. The study falls within the qualitative approach of educational research and the methodology chosen has characteristics of a collaborative research. In the process, we used the following instruments: individual and group interview, sitting reflective observation, videoformação, material prescribed personal documents. The relevance of this research is to highlight the contribution of reflexive perspective in the teaching profession for: knowledge of teachers, teacher professional development, relationship between theory and practice, collective work, school and university as a place of training. These findings indicate that: a) the stage for advanced teacher becomes a teacher action research, seeking to (re) signification practices, b) the stage still presents itself as an activity limited to the applicability of the theories, hence the need for dialogic relations between theory and practice in education, requiring their redefinition c) despite experiencing an in-service training, the students still need information to enable them to link theory to practice, but understand its importance, d) a collaborative discussion can be a strategy that encouraged and implemented, is likely to be an alternative to the consolidation of training reflective e) It is important to the collective action of teachers in the school and the university as an opportunity for development of the reflective process f) the students-teachers still do not understand what is reflection and not experiencing it, but realizes the need to change the thinking and way of acting, g) there are conflicts between the teacher's knowledge of the students, teachers and the actions constituting the real, creating contradictions between saying and doing training

O sindicato como espaço de construção da profissão docente

This work examines the connection Syndicate/teachers profession trying to unveil the important role taken over by the Syndical movement in the process of professionalization of the militant teachers. For that, it describes and analyses the historical course of three Syndicates representatives of the teachers category Associação dos Professores Licenciados da Bahia APLB; Sindicato dos Trabalhadores em Educação de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP acting in the micro-region of the San Francisco Valley, especially, in the municipalities of Juazeiro Bahia , and of Petrolina Pernambuco. It concentrates its interests on the contribution of the Syndicates for the professional development of these teachers in this region analysing the aspects related to emerging conflicts into the Syndical organization, to the attitude of these entities before the educational reality to their reinvindicative struggles to the formative dimension of the group actions. This study tries to answer the following questions: How has this syndical movement of teachers of state school of S. Francisco Valley been characterized? How do their actions reflect in the formation and professionalization of the teachers? Do teachers recognize the syndicate as a constructive space for the teaching profession? The methodological trajectory was directed through a qualitative approach of an etnomethodological character, using instruments for the understanding of this reality, The treatment of the data was based on the interpretative analysis of the speeches present in documents and through answers of the interviwees, having as a reference in this analysis the theoretical studies about syndicalism and the teacher professionalization. For a conceptual construction of this work it was studied these two categories from their genesis, from the social historical evolution of their concepts and the up to date discussions that give explanations about the teachers syndical movement and about the process of teachers professionalization. As thesis of this study it was defended the idea of that the teachers syndicates have contributed expressively in the process of the construction of the teacher profession of the militant teachers of this in the micro-region of the S. Francisco Valley. Once the teachers participate actively in this movement promoted by the syndical entities, the teachers develop the critical sense of the educational realty; improve their formation and reinvindicate from the State this condition as a Right; fight for better conditions in the work; reinvindicate the salary valuation and, try to construct an image of teacher basing on a professional model. The contribution of the Syndicate in the process of teachers profissionalization, is more evident in its external dimension that chacterizes the profissionalism, on the related aspects: to the forms of participation in the definition and the management of the educational politics; to the political struggles for the achievements of the professional status, to the recognition and of his eventual valuation. The syndical actions have repercussions with less intensity in the inside dimension that defines the profissionality, in the related aspects: to the administratation of the pedagogical processes in schools and in the classroom; to the acquisition of branches of knowledges; to the epistemological criticism of the acquirements mobilized in the teaching; the curricular question to the mediation that make possible the learning at school and in the classroom

O sindicato como espaço de construção da Profissão Docente

This work examines the connection Syndicate/teachers profession trying to unveil the important role taken over by the Syndical movement in the process of professionalization of the militant teachers. For that, it describes and analyses the historical course of three Syndicates representatives of the teachers category Associação dos Professores Licenciados da Bahia APLB; Sindicato dos Trabalhadores em Educação de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP acting in the micro-region of the San Francisco Valley, especially, in the municipalities of Juazeiro Bahia , and of Petrolina Pernambuco. It concentrates its interests on the contribution of the Syndicates for the professional development of these teachers in this region analysing the aspects related to emerging conflicts into the Syndical organization, to the attitude of these entities before the educational reality to their reinvindicative struggles to the formative dimension of the group actions. This study tries to answer the following questions: How has this syndical movement of teachers of state school of S. Francisco Valley been characterized? How do their actions reflect in the formation and professionalization of the teachers? Do teachers recognize the syndicate as a constructive space for the teaching profession? The methodological trajectory was directed through a qualitative approach of an etnomethodological character, using instruments for the understanding of this reality, The treatment of the data was based on the interpretative analysis of the speeches present in documents and through answers of the interviwees, having as a reference in this analysis the theoretical studies about syndicalism and the teacher professionalization. For a conceptual construction of this work it was studied these two categories from their genesis, from the social historical evolution of their concepts and the up to date discussions that give explanations about the teachers syndical movement and about the process of teachers professionalization. As thesis of this study it was defended the idea of that the teachers syndicates have contributed expressively in the process of the construction of the teacher profession of the militant teachers of this in the micro-region of the S. Francisco Valley. Once the teachers participate actively in this movement promoted by the syndical entities, the teachers develop the critical sense of the educational realty; improve their formation and reinvindicate from the State this condition as a Right; fight for better conditions in the work; reinvindicate the salary valuation and, try to construct an image of teacher basing on a professional model. The contribution of the Syndicate in the process of teachers profissionalization, is more evident in its external dimension that chacterizes the profissionalism, on the related aspects: to the forms of participation in the definition and the management of the educational politics; to the political struggles for the achievements of the professional status, to the recognition and of his eventual valuation. The syndical actions have repercussions with less intensity in the inside dimension that defines the profissionality, in the related aspects: to the administratation of the pedagogical processes in schools and in the classroom; to the acquisition of branches of knowledges; to the epistemological criticism of the acquirements mobilized in the teaching; the curricular question to the mediation that make possible the learning at school and in the classroom

O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caicó / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

Práticas interformativas e desenvolvimento profissional de professores de jovens e adultos

The docent formation has been instigating researchers who look for ways to better qualify teachers in a way they can form and reform their practice in class. The category we brought for investigation and discussion is the formation that happens in the school these teachers work. This paper aims to study the repercussion of an inter-formative practice for the professional development of teachers from EJA 1st segment. The empirical field for the study was Professor Emília Ramos State School in Natal-RN/Brazil where, since its creation in 1988, has been developing a practice of formation continued on services characterized as Procedure of Inter-formation. The study fits in the qualitative approach of educational research. In methodological terms, it is a study case. Also, we were inspired by some elements from life history since we work on the teachers experiences in the School. Methodological tools such as semi-structured interviews, analysis of documents and participant observation were used. We invited 07 (seven) teachers from the night period of the school to revisit their formation history as teachers from EJA, counting on by their narrations apprehending the contributions of this formation on their professional development. The results collected show the school grants privileges to inter-formative practices based on collective and pair work, as well as on the teacher s reflection about his/her own practice. The Inter-formative Practice that happens in the School has an action-reflection-action basis where the docent action is read under the light of the theoretical support that fundaments the School s Pedagogical Proposal. The results also highlight the relevance of the inter-formative practices on the teachers professional development. This practice contributes to the construction of knowledge and competences, as well as to the identity of the teacher from EJA. For all the teachers interviewed, the School s formation has been the most significant contribution to their development as a teacher from EJA. Despite of the limitations found on using this kind of approach, we hope our study that talks about a well-succeeded experience can contribute to the widening of this type of practice, increasing then, the chances of making the dream of having a democratic high quality public school, despite all the difficulties, come true

Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA

Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educação Básica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranhão - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vitória do Mearim in Maranhão. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vitória do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education

As condições de trabalho e a satisfação profissional: dimensões do profissionalismo docente no ensino médio

The dissertation is developed in the Research Base of Teacher Training and Professionalization of Universidade Federal do Rio Grande do Norte as a way to discuss the professionalization of High School teachers in Natal. It is a study linked to the research The context of teaching practice and professionalism: the case of high school teachers and sponsored by CNPq, with the objective of characterizing working conditions and job satisfaction as dimensions to the teacher professionalism in high schools. In this study we prioritized the focus on professionalization in national and international discussions, which combines the aspects of teaching in its historical, social, political and economical path, in order to reflect about its evolutional elements in the hierarchy of professions and establish a relation to high school teaching. To develop this relation we elaborated some questions that are considered relevant, such as: How does the high school teacher evaluate his/her working conditions to his/her professional practice? What level of satisfaction does the high school teacher have regarding his/her professional practice? What expectations does the high school teacher have in relation to his/her professional development? The answers to those questions were according to the high school teachers considerations shown in the questionnaire, which was structured with open and closed questions. These questions gave better adequacy to the teachers evaluations about their working place and the situations they experience in their working conditions, provoking job satisfaction and expectations for professional growth. The description of the teachers perception about working conditions, job satisfaction and expectation of professional development can explain the distinct factors that characterize these categories in the working context, although the conclusive results, in general, do not show a direct relationship between the categories studied. Some factors that teachers attribute as causes of bigger difficulties in working conditions and work activity itself are: working time, salary, professional status, school s infrastructure, and school s social context. These factors are similarly related to the degree of job satisfaction, without showing interference in the professional expectations

Ser bacharel e professor: sentidos e relações entre o bacharelado e a docência universitária

The need to research about meanings and relationships between individuals with Bachelor s degrees and Teaching can be considered an exercise capable of aiding in the comprehension of the very performance of the Bachelor as teacher. The guiding question of this study asks: what relationships are established by Bachelors, who are teachers, between their professional education and their performance as a teacher? My objective is to understand the meanings attributed by the Bachelor teachers to teaching at the university level, seeking indicators about the relationships established by them, between their professional education and being a teacher. For this, the methodology used was the Comprehensive Interview, which permits, through the individual s oral discourse, the interpretation of meanings and values expressed by the teachers about their actions. The research is done through oral discourse collected in interviews and from these I analyze the elements that are revealed, and those which help me in the development of this object of study. I understand that the contribution about the possibilities of action and continued education for Bachelors who act as instructors in Higher Education is increasingly necessary, through research, because through continuing education teachers can revisit their actions and reformulate meanings they attribute to teaching as a profession. I consider the debate about meanings about teaching and the relationships with the initial education is not only necessary in the investigation of the Bachelors who act as professors, but also the credentialed teachers, because the teacher s sense of identity and their professional development is constructed through a historical process and in relation to the alternative positioning in the contexts of which they are a part

Professores de ciências naturais: necessidades formativas para ensinar a medir em trabalhos práticos e experimentais

This paper presents a research realized with Physics, Chemistry and Biology teachers, and it aimed to evaluate: 1) the development level of those teachers regarding the abilities that make possible to teach high school students about how to measure in practical and experimental work; 2) the formatives necessities regarding those abilities; and 3) the order of priority for teacher´s formation regarding those abilities. The study is based on the activity theory, from A. N. Leontiev (1983), since we considerer the teacher´s formation a kind of activity for which the category necessity is source of motivation and in which is a necessary condition for professionality and for the professional development. A questionnaire with open and closed questions was applied to 116 teachers during three pedagogic workshops realized to dynamize the science laboratory. The instrument allowed us to obtain the personal and professional profile of the participants, as well as their development level, their formative necessities and their order of priority about the teaching of the abilities related to the work of testing measuring hypothesis, regarding: a) to operationalize variables of a hypothesis in experimental work; b) to measure in practical and experimental work; c) to estimate possible measuring mistakes and use proper procedures to minimize them; d) to estimate the validity of a measuring; and e) to estimate the confiability of a measuring. The research results indicated some limitations of the teachers about their development level in all the analyzed abilities. More than 90% of the teachers considered those deficiencies as necessities of the continuing formation. Most of them (about 54%) expressed immediate priority for formation in each one of the abilities. From a correlation, using the statistic chi-square test, between the development level and the formative necessities for the five abilities, the obtained results allow us to assure that, for all those teaching abilities, there is a strong correlation between the development level and the formative necessity. This situation is symptomatic of the importance of approaching more the science teaching and the teacher´s formation on practical and experimental work in high school as key-component of scientific education in basic education. The obtained results can contribute, as subsidy, for continuing formation courses, having as base the necessities that constitute motivation elements of the teachers for professional development

A díade saberes e práticas docentes : um estudo de suas inter-relações

This study The Dyad of knowledge and teaching practices: an inter-relational study deals with the relationship between conceptual knowledge on behalf of the teachers and their teaching practices. The research aims to investigate the relations amongst conceptual meanings related to the professor and the practices of three (03) Fundamental Cycle public schools teachers in Natal-Brazil. Thus, a collaborative research of qualitative nature was performed by us. It was based on collaboration and critical reflection, as well as the socialhistorical theoretical methodological principles of Ferreira (2009). This was acknowledged as an analytical support for the reflections that were realized on concepts related to teachers and teaching considering the archeology on these concepts. The methodological procedures and tools we used consisted of Formative Autobiographies, Reflexive Study, Collaborative Observation, as well as some Reflexive Sessions. The analysis framework was based on information obtained by these methodological procedures as well as the critical collaborative and reflexive procedures. The studies permitted us to widen our knowledge related to the conceptual meaning of teaching and teachers. But it was not always possible for us to (re)elaborate these meanings in the conceptual phase. This was only possible to understand once our Formative Autobiographies were analyzed. They reveal that the concept elaboration process is not a part of our own formative path. The time that was dedicated to that proved to not be enough. The concept elaboration process demands time, effort as well as life-long learning skills. This is not always possible to achieve in this part of the study, on the other hand, this was possible to acknowledge that in the different stages of our conceptual elaboration. The teaching practices that we analyzed were predominantly heterogeneous and were fundamented on meanings of concepts related to teachers and teaching, that were internalized beforehand, (re)elaborated according to the conflicted and contradictory situations. The reflexive and collaborative process that we experimented during the Reflexive Sessions pointed out the predominance of technical and practical reflection process. In some moments it was possible for us to critically reflect on teaching practices due to the collaborative mode that we experienced. The importance of collaboration for teaching formation and professional development of behalf of teachers in general is pointed out by this research. Also regarding this research it was possible to see that there was personal and professional growth, experiencing learning together to collaborative reflect, as well as to counter-argument, reformulate concepts and conceptions aiming to transform our teaching practice

Pensamento teórico e formação docente: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

PENSAMENTO TEÓRICO E FORMAÇÃO DOCENTE: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

A história escolar e a teoria da atividade: relações e possibilidades formativas no ensinar e aprender

This study investigates the manner in which the Activity Theory by Alexei Nikolaevich Leontiev contributed to the performance of a teacher who teaches History at the 8th year of elementary school, Escola Estadual Coronel Fernandes, in Luís Gomes - RN city. Her goal is to analyze the contributions of this theory in her teaching practice. It was opted by collaborative approach as formative strategy and was used as procedures for training of knowing the courses of study and thoughtful reflection sessions. It was used as techniques in the development of these cycles, the semistructured interview and the reflection sessions, the autoscopy and observation in real life. Regarding the theoretical foundation, held in these cycles, the teacher demonstrated to have appropriated some contributions from Activity Theory, besides relating them to her practice and understanding her importance to the improvement of teaching and learning of History. Concerning to the reflection sessions, the analysis showed that the participant has used of constructions of this theory and improved their practice, developing lessons of History so as to encourage student participation in oral and promote his integral development. The educational process, carried out on the practice of teacher, has shown an increase in her conscious learning that contributed to the improvement in their professional development. Before these findings, as needs for new thinking, this research recommends, especially the organization of teaching activities, based on this theory, which allows the teacher to improve the teaching and learning process contributing to student's full education

O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG)

This research has the objective of studying the teacher-engineers awareness regarding their teaching practice of courses Civil, Electrical and Materials at the Federal University of Campina Grande. It presents and analyses major themes concerning the teaching work. At the same time, it pinpoints the need to develop good teaching practice in higher education. The study is based on the concepts of bricolage (KINCHELOE; BERRY, 2007) and multi-referentiality (ARDOINO, 1998). The Case Study procedure was adopted as an investigation strategy (YIN, 2004; AFONSO, 2005). The data collection was done through the application of questionnaires based on the teacher education paradigms (ZEICHNER, 1983; SACRISTAN, 1998; ALTET, 2001; BRÜTTEN, 2008). The theoretical background for the thematic axis is oriented by reflections on university teaching (MASETTO, 2003; 2007; ZABALZA, 2004; CUNHA et al, 2005; GRILLO, 2008; PIMENTA; ANASTASIOU, 2010 ); on Engineering teaching (BAZZO, 2001; MASETTO, 2009) and on the present-day relationship between educational policies and higher education (MENEZES, 2001; SANTOS, 1995;2005; BOSI, 2007). The data analysis was done by means of a quantitative and qualitative approach (SAMPIERI; COLLADO; LUCIO, 2006), allow us to understand how the teachers surveyed live their professional activity. The results make it possible to generalize that the teacher-engineers give value to research as part of their teacher education and they view the university pedagogy as an important aspect to improve their practice. A considerable number of them is interested in being part of reflection groups, aiming to enhance teaching at higher education. The teacher-engineers dedicate themselves to university teaching without sharing their experience with other teachers, consolidating a present tendency seen in the international and national literature. They tend to apply a pedagogy originated from their daily teaching practice, because they believe that teaching is perfected through practice, though they admit that practice alone is not sufficient for professional development. In the view of most informants, good teaching requires willingness, along with the political element, the mastery of the lesson contents and familiarity with the discipline objectives, if we regard teachers as advisors in the educational process. Throughout the teaching process, the teachers use diversified pedagogical strategies, such as contextualization and exemplification of the lesson contents, epistemological basis in the scientific field, and group work. They do not share any bond of relationship between them and the students, though they consider it important. In general terms, they lack preparation for university teaching and no involvement or interest in institutional issues, by supporting and improving the teaching quality

Mecanismos sócio-genéticos da representação social de trabalho docente por grupos de licenciandos de física e de química da Universidade Federal do Rio Grande do Norte

This research aims to understand the social representations Teaching Work in groups of undergraduate students of Physics and Chemistry of the Federal University of Rio Grande do Norte. For this, the proposal was based on the three theoretical and methodological consensus Carvalho (2012) in the explanation of socio-genetic mechanisms constituents of dynamic consensus that has functionality to your organization. It Was used to achieve this goal, the theoretical-epistemological Serge Moscovici (1978, 2003), Jodelet (2011), Wagner (1998,( 2011) and Carvalho (2012). The corpus analyzed results from a qualitative and quantitative research, developed in three stages. The first two (2) questionnaires to fifty (50) of each undergraduate course, a questionnaire and another profile for collection of free associations concerning motes inductors "Give Lesson," "Student" and "Teacher". The second step in the procedure Multiple Classifications, Roazzi (1995), aimed for another thirty (30) undergraduate students for each course, as well as Document Analysis of Educational Projects Curriculum courses in Physics and Chemistry. The data analysis of the first stage focused on descriptive statistics and frequency and average order of the words associated with motes inductors. The results from the Multiple Classification Procedure submitted to multidimensional analysis (MSA multidimensional scalogram analysis) and SSA (Similarity Structure Analysis), were interpreted by the theoretical and methodological proposal of the three consensus, supported by analysis of the rhetorical nature of justifications classifications and categorizations of words, boosted in times of application of Procedure Multiple Classification. The data revealed that the groups surveyed were the same Social Representation with specific dynamic consensual. Thinking Teaching Work for these groups it is considered in three dimensions: the BE-DO-HAVE of teaching. In the group of Physics consensus was clear semantic, which expressed a dynamic in which the interpretations of "Teaching Work" peacefully coexist on perceptions of two concepts: An identity around the "BE" "Teacher" or "BE" "Educator" and the other, how they think about professional development. The type of group consensus Chemistry pointed to a consensual logic hierarchical order in which the gradual between the elements of BE-DO-HAVE attested conflicts and disagreements about the perceptual object "Teaching Work", around what value most, whether they are the attributes of personal or professional-technical dimension of teaching, in the course of professional development. The thesis to explain the mechanisms of socio-genetic Representation Social Teaching Work by theoretical and methodological proposal was confirmed