Relações de mentoria: uma possibilidade para o desenvolvimento profissional docente
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Data
2022-12
Orientador
Dullius, Maria Madalena
Banca
Martins, Silvana Neumann
Forneck, Kári Lúcia
Vizzotto, Patrick Alves
Kliemann, Geovana Luiza
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Resumo
As transformações da sociedade, as reformas na educação e o caráter multifacetado do próprio conhecimento estabeleceram grandes desafios ao professor, causando impacto na sua vida profissional. Nesse sentido, os maiores desafios para o docente ainda são o fazer pedagógico, a construção do ser professor e o compartilhamento de saberes e fraquezas demonstrando as diferentes concepções de aprendizagem docente em relação aos saberes da profissão. Diante desse cenário, o mentoring se apresenta como uma alternativa a ser considerada para o enriquecimento da prática pedagógica, na perspectiva do trabalho colaborativo, mediante o compartilhamento de conhecimentos e a promoção de aprimoramento pessoal e profissional. Assim, o objetivo geral deste estudo foi investigar como as relações de mentoria podem contribuir para o desenvolvimento profissional docente. Especificamente, buscou-se conhecer as dificuldades vivenciadas pelos professores no desenvolvimento de sua prática pedagógica, mentorar propostas pedagógicas de professores com foco no desenvolvimento profissional e verificar a influência e o impacto da relação de mentoria na prática pedagógica. A metodologia utilizada teve abordagem qualitativa, com procedimento exploratório-descritivo e método de investigação que se aproxima de uma pesquisa participante, tendo como sujeito pesquisado um professor do Núcleo Docente Estruturante (NDE) do Instituto Federal de Educação, Ciência e Tecnologia do Maranhão – IFMA - Campus São José de Ribamar. A coleta de dados foi realizada durante o processo de mentoring com o professor selecionado, que foi acompanhado e orientado nas suas práticas pedagógicas durante dois semestres. Para tanto, foi utilizado o diário de bordo para registro de dificuldades, expectativas, percepções e evolução do participante. A análise dos dados foi realizada sobre os discursos registrados nos diários de bordo e nas manifestações orais do professor nos encontros virtuais, mediante análise descritiva interpretativa. Os resultados demonstraram que as relações de mentoria geram impactos positivos na prática de professores por meio do estímulo à reflexão, à criatividade e a inovação, impulsiona o aprendizado docente através do aprender a aprender, promove o desenvolvimento profissional docente mediante a restauração de sua identidade profissional, do compartilhamento de saberes e da interação social, e ainda fortalece o coletivo profissional.
The changes in Society, educational reforms and the multifaceted character of self knowledge have established big challenges to teachers and professors, having a big impact in their professional life. In that way, the biggest challenges for professors still are the pedagogic doing, construction of the teacher-being and knowledge and weakness sharing, showing diferent conceptions of professor knowledge regarding profession knowledge. Facing this scenario, the mentoring shows up as an alternative to be improving the pedagogic practice enrichment, on a collaborative work perspective, through knowledge sharing and the promotion of personal and professional enhancement. Thus, the main goal of this study is to investigate how mentoring relationships can contribute for the professional development of professors. Specifically, looking to understand the difficulties faced by professor on the development of its pedagogic practice, mentoring pedagogic proposals of professors focusing on professional development and veryfing the influence and impact between the mentoring relationshiop in pedagogic practice. The methodology used in this paper had qualitative approach, with descritive- exploratory procedures and investigation methods that ressembles a participant research, the one professor who took part in the survey are both from the Federal Institute of Education, Science and Technology of Maranhão (IFMA), both from the Structuring Teacher Core (NDE). The data gathering was made during the mentoring process with the selected professor, which have been accompanied and guided on their pedagogic practices for two semesters. Therefore, the logbook was used to register the obstacles, expectations, perceptions and evolution of participant. The data analysis was made over the registered speeches on the logbook and oral manifestations of professor in virtual meetings, the interpretation was done through of the interpretive descriptive analysis. The results show that mentorship relationships generate positive impacts in the teaching practice in general, by stimulating reflection, creativity and inovation, boosting the teaching learning through the learning to learn, promotes the professional teaching development through the restoration of its professional identity, knowledge sharing, social interaction and strenghtening the professional collective.
The changes in Society, educational reforms and the multifaceted character of self knowledge have established big challenges to teachers and professors, having a big impact in their professional life. In that way, the biggest challenges for professors still are the pedagogic doing, construction of the teacher-being and knowledge and weakness sharing, showing diferent conceptions of professor knowledge regarding profession knowledge. Facing this scenario, the mentoring shows up as an alternative to be improving the pedagogic practice enrichment, on a collaborative work perspective, through knowledge sharing and the promotion of personal and professional enhancement. Thus, the main goal of this study is to investigate how mentoring relationships can contribute for the professional development of professors. Specifically, looking to understand the difficulties faced by professor on the development of its pedagogic practice, mentoring pedagogic proposals of professors focusing on professional development and veryfing the influence and impact between the mentoring relationshiop in pedagogic practice. The methodology used in this paper had qualitative approach, with descritive- exploratory procedures and investigation methods that ressembles a participant research, the one professor who took part in the survey are both from the Federal Institute of Education, Science and Technology of Maranhão (IFMA), both from the Structuring Teacher Core (NDE). The data gathering was made during the mentoring process with the selected professor, which have been accompanied and guided on their pedagogic practices for two semesters. Therefore, the logbook was used to register the obstacles, expectations, perceptions and evolution of participant. The data analysis was made over the registered speeches on the logbook and oral manifestations of professor in virtual meetings, the interpretation was done through of the interpretive descriptive analysis. The results show that mentorship relationships generate positive impacts in the teaching practice in general, by stimulating reflection, creativity and inovation, boosting the teaching learning through the learning to learn, promotes the professional teaching development through the restoration of its professional identity, knowledge sharing, social interaction and strenghtening the professional collective.
Descrição
Palavras-chave
Mentoria; Aprendizagem de professores; Desenvolvimento profissional docente; Mentorship; Teacher learning; Teacher professional development
Citação
OMENA, Sarah Patricia Aguiar E Silva. Relações de mentoria: uma possibilidade para o desenvolvimento profissional docente. 2022. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 20 dez. 2022. Disponível em: http://hdl.handle.net/10737/3462.