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Doctoral Thesis
DOI
10.11606/T.48.2016.tde-05042016-132015
Document
Author
Full name
Maria Socorro Gonçalves Torquato
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2015
Supervisor
Committee
Ghanem Junior, Elie George Guimaraes (President)
Ferreira Junior, Amarilio
Penin, Sonia Teresinha de Sousa
Sampaio, Maria das Mercês Ferreira
Souza, Aparecida Neri de
Title in Portuguese
Ideias educacionais de docentes em escolas estaduais paulistas
Keywords in Portuguese
Ideias educacionais
Política educacional
Professores(as)
Reforma educacional
Socialização
Abstract in Portuguese
Esta tese decorre do seguinte problema de pesquisa: qual a importância das ideias de docentes sobre educação em sua adesão a reformas educacionais? A hipótese levantada foi a de que o(a) docente de ensino fundamental em escolas estaduais de São Paulo resiste às reformas, entre outros fatores, porque suas ideias sobre educação entram em conflito com as ideias que orientam estas reformas. Dada a complexidade do problema e da hipótese levantada, bem como o prazo para realizar a pesquisa, priorizou-se oferecer uma contribuição parcial ao enfrentamento do problema, concentrando-se em explicitar como variam as ideias sobre educação nas quais se baseia a prática profissional docente, segundo um conjunto de características. Como procedimento metodológico, foi realizado o estudo de caso em duas escolas estaduais (centro e periferia) paulistas e abordando-se doze docentes em cada uma. Empregou-se o instrumental teórico-conceitual e metodológico de investigação construído por Maurice Tardif e colaboradores, assim como o de Bernard Lahire. Verificou-se que as ideias docentes estão fundadas no modelo de escola clássica humanista de base científica em que o magistério foi formado e que o professorado resiste às práticas contrárias a esse modelo.
Title in English
Educational ideas of educators in state schools in São Paulo state
Keywords in English
Educational ideas
Educational policy
Educational reform
Socialization
Teacher(s)
Abstract in English
This thesis stems from the following research problem: what is the importance of educators ideas about education in their adherence to educational reforms? The hypothesis was that elementary school teachers in state schools in São Paulo resist the reforms because their opinions about education conflict with the ideas that guide these reforms, among other factors. Given the complexity of the problem and the hypothesis raised, as well as the period to carry out the research, it was prioritized to provide a partial contribution in tackling the problem, focusing on explaining how the ideas about education upon which the professional teaching practice is based vary, according to a set of characteristics. As a methodological procedure, the case study was conducted in two state schools in São Paulo city (central and peripheral areas), addressing twelve teachers in each. We used the theoretical-conceptual and methodological research instrument built by Maurice Tardif and collaborators, as well as that of Bernard Lahire. It was found that the teachers ideas are based on a humanist classical school model of scientific basis upon which teaching was built, and that the teachers resist practices contrary to this model.
 
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Publishing Date
2016-04-29
 
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