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Doctoral Thesis
DOI
10.11606/T.48.2017.tde-31102017-112431
Document
Author
Full name
Caio Augusto Carvalho Alves
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2016
Supervisor
Committee
Silva, Vivian Batista da (President)
Barbosa, Raquel Lazzari Leite
Gallego, Rita de Cassia
Lugli, Rosario Silvana Genta
Vicentini, Paula Perin
Title in Portuguese
Os saberes profissionais dos professores: formações, carreiras e experiências nas reformas da rede pública de ensino do estado de São Paulo (1980 a 2010)
Keywords in Portuguese
Didática e prática de ensino
Formação docente
Políticas educacionais
Saberes docentes
Abstract in Portuguese
Essa pesquisa investiga saberes docentes (TARDIF, 2014) construídos dentro de escolas da rede pública estadual de ensino de São Paulo diante das políticas implementadas pelo governo desde a década de 1980 até 2010. De que maneira os professores passaram a organizar seu trabalho em meio a medidas relativamente novas, como é o caso da organização dos ciclos, da implantação do ensino fundamental de nove anos e da progressão continuada? Percebe-se que, com essas medidas, experiências que historicamente a escola instituiu para lecionar precisaram ser revistas, o que pôde gerar algumas resistências e adaptações no dia a dia das escolas. Interessa conhecer e compreender tais modificações que, embora não comumente registradas em documentos, porque produzem efeitos significativos no trabalho dos professores e dos alunos. Assim, a pesquisa considera as relações entre as iniciativas de política levadas a efeito pelo Estado e o que se concretiza no cotidiano das salas de aula, enfatizando a construção de saberes docentes decorrente desse jogo de poderes. A pesquisa trabalha com as memórias de professores atuantes na rede. Entrevistamos professores que começaram a lecionar há quase trinta anos e que hoje estão em processo de aposentadoria, e professores com ingresso mais recente no magistério, posterior ao implemento de importantes políticas educacionais no período destacado. Tal como se quer, esse caminho evidencia as mudanças e permanências que, desde a década de 1980, têm sido vividas pelos professores quando trabalham ou trabalharam com seus alunos.
Title in English
The professional knowledges of teachers: training, carreers and experiences in reforms of the public state education in São Paulo (1980-2010)
Keywords in English
Didatics and teaching practices
Educational policies
Teachers Knowledge
Teachers training
Abstract in English
This research investigates teaching knowledge (TARDIF, 2014) built up within the State public schools of São Paulo before the policies implemented by the government since the 1980s until 2010. How teachers began to organize their work amid relatively new measures, such as the organization of cycles, the implementation of basic education of nine years and the continued progression? It can be noticed that, with these measures, experiences historically established in school teaching had to be revised, which could cause some resistance and adaptations in schools daily routine. It is important to be aware of these changes and to understand them because they produce significant effects on teachers and students work, although these changes are not commonly recorded in documents. Thus, this research considers the relationship between the policy initiatives undertaken by the State and what is in fact accomplished in the classroom daily life, with emphasis on the teaching knowledge construction as a result of this set of powers. The research deals with the memories of teachers working in the state public system. We interviewed teachers who have been teaching for almost thirty years and who are now in the retirement process, as well as teachers who have more recently joined state public teaching, later to major educational policies implementation. Just as it is supposed to be, such a direction highlights the changes and continuities which have been experienced by teachers since the 1980s in their work with students.
 
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Publishing Date
2017-11-29
 
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