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Contributo para o estudo do pensamento do professor na área dos valores e implicações para a sua formação
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Orientador(es)
Resumo(s)
Este trabalho, sobre a promoção/indução/transmissão de valores na relação pedagógica, é um
estudo exploratório que apresenta como objectivo identificar os valores e a hierarquia de valores
de um grupo de professores do 1º ciclo do ensino básico na acção educativa.
Apoia-se no quadro representacional dos professores, segue uma metodologia que assenta no
"paradigma" do pensamento do professor e pretende fazer sugestões para a sua formação
axiológica.
Começa por caracterizar e clarificar, num corpo teórico, varias classificações e hierarquias das
classes de valores na educação, assim como o seu lugar, de acordo com o quadro institucional,
nos currículos dos programas dos alunos e da formação de professores. Demonstra o papel do
professor e da escola na indução de valores na acção educativa.
A abordagem metodológica baseia-se no "paradigma" .qualitativo, exprimindo-se pela
interpretação que se confronta com o quadro teórico na intenção de traduzir os factos
provenientes da investigação. Envolve dez professores, que foram interrogados por entrevistas
semi-directivas, que se posicionavam em diferentes fases da carreira e pertenciam a escolas do
Centro da Área Educativa de Lisboa, no ano lectivo de 1998/99.
O corpus foi analisado na base da análise documental e da análise de conteúdo, seguiu a
intenção de constituir um quadro de referência axiológica e de identificar a classificação e
hierarquia de valores promovidos na acção educativa.
Os resultados a que chegámos evidenciaram um quadro moral-axiológico dos alunos,
promovido pelo professor, menos vasto do que o previsto pela lei. De fora ficam valores ligados
à criatividade, à iniciativa, à estética e ao prazer e mesmo aos valores cívicos e democráticos
não é atribuído um lugar primeiro na hierarquia.
O trabalho finaliza apontando para um conjunto de linhas que se julgam adequadas no quadro
da formação axiológica de professores e de pistas metodológicas para um posterior
prosseguimento de estudos.
This essay on promotion/persuasion/transmission of values in education relation, is an exploratory study that has as purpose to identify the values involved in the teaching process and their hierarchy in a group of primary school teachers. It is grounded in the teachers'representational framework, following a method based on the paradigm of the teacher's thought and trying to make suggestions for the axiologic trainning. It starts characterizing and clarifying, on a theoric basis, several classifications and hierarchies of the groups of values in education, as well as its position, according to the institutional frame in both the pupil's curricula and the teacher's' trainning contents. It demonstrates the teachers and school's role in the promotion of values in education process. The metodological approach is based on the qualitative paradigm, expressed in the comparison with the theoric frame, with the purpose of interpreting the proceeding facts of the investigation. It involves ten teachers, who where questioned using half-directive interviews. These teachers were in different stages of their careers and belonged to schools of Centro da Área Educativa de Lisboa. The interviews were made during 1998/99 school year. The corpus was analysed using the documental and contents'analysis, with the purpose of establishing a framework of axiological reference and of identifying the classification and hierarchy of values promoted in the teaching process. The results that were achieved presented the pupils'moral-axiological frame, one promoted by the teacher but less wider than it was mentioned in the law. Out of this frame work are values concerning creativity, initiative, aesthetics and pleasure; it isn't also given an important place in the hierarchy to community spirit or democracy. The essay ends pointing a group of ideas that we consider adequate, bearing in mind the teachers' axiologic training and some methodological clues for a subsequent study.
This essay on promotion/persuasion/transmission of values in education relation, is an exploratory study that has as purpose to identify the values involved in the teaching process and their hierarchy in a group of primary school teachers. It is grounded in the teachers'representational framework, following a method based on the paradigm of the teacher's thought and trying to make suggestions for the axiologic trainning. It starts characterizing and clarifying, on a theoric basis, several classifications and hierarchies of the groups of values in education, as well as its position, according to the institutional frame in both the pupil's curricula and the teacher's' trainning contents. It demonstrates the teachers and school's role in the promotion of values in education process. The metodological approach is based on the qualitative paradigm, expressed in the comparison with the theoric frame, with the purpose of interpreting the proceeding facts of the investigation. It involves ten teachers, who where questioned using half-directive interviews. These teachers were in different stages of their careers and belonged to schools of Centro da Área Educativa de Lisboa. The interviews were made during 1998/99 school year. The corpus was analysed using the documental and contents'analysis, with the purpose of establishing a framework of axiological reference and of identifying the classification and hierarchy of values promoted in the teaching process. The results that were achieved presented the pupils'moral-axiological frame, one promoted by the teacher but less wider than it was mentioned in the law. Out of this frame work are values concerning creativity, initiative, aesthetics and pleasure; it isn't also given an important place in the hierarchy to community spirit or democracy. The essay ends pointing a group of ideas that we consider adequate, bearing in mind the teachers' axiologic training and some methodological clues for a subsequent study.
Descrição
Tese de mestrado em Ciências da Educação, apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2000
Palavras-chave
Teses de mestrado - 2000 Processos e estruturas educativas Sistemas educativos - Portugal Professores - Formação Desenvolvimento profissional Análise de conteúdo