Ensino Médio Politécnico: relação entre a pesquisa e o professor pesquisador
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Data
2015-06
Autores
Orientador
Del Pino, José Claudio
Banca
Del Pino, José Claudio
Martins, Silvana Neumann
Strack, Ricardo
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Resumo
O Ensino Médio Politécnico é uma política pública instituída no estado do RS entre os anos de 2011-2014 e é oriunda de um plano de governo. Entre outras frentes, esta proposta previa o uso da pesquisa como prática pedagógica, a interdisciplinaridade, a avaliação, a relação teoria/prática, parte/todo. O presente trabalho procurou identificar as contribuições do Ensino Médio Politécnico para a constituição de um perfil de professor pesquisador. De caráter quali-quantitativo, este trabalho caracteriza-se também por um estudo de caso. No primeiro momento de coleta de dados, foi utilizado um questionário fechado, composto por 22 afirmativas de estilo Likert, com cinco opções de escolha em cada afirmativa, que variava entre as opções discordo totalmente a concordo totalmente. Este questionário foi aplicado a 15 professores que atuavam no ensino médio politécnico em uma escola pública do município de Nova Bréscia, no Vale do Taquari, no ano de 2013. Num segundo momento 8 professores, dois de cada área do conhecimento com mais tempo de serviço no magistério em cada uma das áreas, respondeu a uma entrevista semiestruturada, gravada e transcrita. Por meio destes instrumentos de coleta, este trabalho teve por objetivos investigar de que maneira a implantação do Ensino Médio Politécnico contribui para a aproximação e reconstrução da prática pedagógica do professor com a pesquisa; identificar o processo de organização dos professores para trabalhar com a proposta do Ensino Médio Politécnico, principalmente no que diz respeito à pesquisa; reconhecer a relação existente entre a formação docente para trabalhar com pesquisa e interdisciplinaridade, e a prática pedagógica dos mesmos; identificar a compreensão dos professores sobre o conceito de pesquisa; analisar de que forma os professores avaliam a importância da pesquisa na educação e como a colocam em prática e verificar a relação entre a pesquisa e a qualidade de ensino, do ponto de vista dos sujeitos entrevistados. Os dados oriundos das entrevistas foram analisados por meio da Análise Textual Discursiva (ATD) de Moraes e Galiazzi (2013). Os resultados deste trabalho indicam que, embora o ensino médio politécnico não tenha contribuído diretamente para a constituição de um perfil de professor pesquisador, os professores entrevistados neste contexto indicam mudança e ressignificação de suas práticas docentes, especialmente relacionadas ao uso da pesquisa em sala de aula.
Polytechnic Intermediate Education is a public policy that was instituted in the state of RS between 2011-2014 and originates from a government plan. Among other fronts, that proposal included the use of research as a pedagogical practice, interdisciplinarity, evaluation, the theory/practice, part/whole relation. This paper sought to identify the contributions from Polytechnic Intermediate Education in the constitution of a researcher teacher. This paper is of a quali-quantitative nature and also features a case study. The first instance of data gathering made use of a closed questionnaire comprising 22 Likert style statements with five choices for each one, ranging from disagree completely to agree completely. The questionnaire was applied to 15 teachers who work in polytechnic intermediate education at a public school in the municipality of Nova Bréscia, Vale do Taquari in 2013. The second instance, 8 teachers, two from each knowledge area with longer service time in teaching each area answered an semi structured, recorded and transcribed interview. From those instruments of data gathering, the objective of this paper was to investigate how the implementation of Polytechnic Intermediate Education contributed to bring closer and reconstruct the teacher’s pedagogical practice with research; identify the teachers’ organization process to work with the Polytechnic Intermediate Education proposal, especially regarding research; recognize the existing relation between faculty formation to work with research and interdisciplinarity, and their pedagogical practice; identify teachers’ comprehension on the concept of research; analyze how teachers evaluate the importance of research in education and how they put it into practice, and verify the relation between research and teaching quality from the view point of the interviewees. The data gathered from the interviews were analyzed by means of Discursive Textual Analysis (DTA) by Moraes & Galiazzi (2013). The results of this paper show that, although polytechnic intermediate education does not contribute directly to constitute the researcher teacher profile, the teachers who were interviewed within that context showed changes and resignificance of their teaching practices, especially in relation to the use of research in the classroom.
Polytechnic Intermediate Education is a public policy that was instituted in the state of RS between 2011-2014 and originates from a government plan. Among other fronts, that proposal included the use of research as a pedagogical practice, interdisciplinarity, evaluation, the theory/practice, part/whole relation. This paper sought to identify the contributions from Polytechnic Intermediate Education in the constitution of a researcher teacher. This paper is of a quali-quantitative nature and also features a case study. The first instance of data gathering made use of a closed questionnaire comprising 22 Likert style statements with five choices for each one, ranging from disagree completely to agree completely. The questionnaire was applied to 15 teachers who work in polytechnic intermediate education at a public school in the municipality of Nova Bréscia, Vale do Taquari in 2013. The second instance, 8 teachers, two from each knowledge area with longer service time in teaching each area answered an semi structured, recorded and transcribed interview. From those instruments of data gathering, the objective of this paper was to investigate how the implementation of Polytechnic Intermediate Education contributed to bring closer and reconstruct the teacher’s pedagogical practice with research; identify the teachers’ organization process to work with the Polytechnic Intermediate Education proposal, especially regarding research; recognize the existing relation between faculty formation to work with research and interdisciplinarity, and their pedagogical practice; identify teachers’ comprehension on the concept of research; analyze how teachers evaluate the importance of research in education and how they put it into practice, and verify the relation between research and teaching quality from the view point of the interviewees. The data gathered from the interviews were analyzed by means of Discursive Textual Analysis (DTA) by Moraes & Galiazzi (2013). The results of this paper show that, although polytechnic intermediate education does not contribute directly to constitute the researcher teacher profile, the teachers who were interviewed within that context showed changes and resignificance of their teaching practices, especially in relation to the use of research in the classroom.
Descrição
Palavras-chave
Ensino médio politécnico; Pesquisa em sala de aula; Seminário integrado; Interdisciplinaridade; Reconstrução da prática docente
Citação
VIAN, Vanessa. Ensino Médio Politécnico: relação entre a pesquisa e o professor pesquisador. 2015. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, jun. 2015. Disponível em: http://hdl.handle.net/10737/864.