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| Author(s): |
Isaias Batista de Oliveira Júnior
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Presidente Prudente. 2016-06-22. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Tecnologia. Presidente Prudente |
| Defense date: | 2016-05-20 |
| Advisor: | Renata Maria Coimbra |
| Abstract | |
Related to the research line entitled Formative Processes, Difference and Values, this research was conducted along with the Postgraduate Education Program from São Paulo State University and had as object of study the perceptions, values and representations from teachers in relation to families arranged in unconventional designs. We assumed as a central goal for this study the development, implementation and evaluation of a proposal for continuing education with professionals in early childhood education and elementary school, via aesthetic experience, whose methodology consisted of the projection and contextualization of cinematographic works, with a central theme based on families organized in unconventional models and with resilience processes. To consolidate this goal, we sought references in the Bioecological Theory of Human Development and the Theory of Social Representations. 15 academics of the first and third year in Education Licentiate, from the State University of Northern Paraná, took part in the continuing education, but they were already engaged in teaching in early childhood education and early years of elementary education in public or private schools. The interventional procedure was performed in 8 meetings, with approximately 5 hours each. Within a quali-quantitative approach, the data from this study were obtained in two phases: pre- and post-intervention. In the pre-test, four research instruments were applied, namely: socio-demographic questionnaire, family genogram, free evocation of words and inventory of representations of families. In the post-test, the last two tests were reapplied and this time the questionnaire for personal evaluation of the intervention was added. During the training process we used the field diary - made by the researcher’s and research assistant’s observations on the manifestations of the participants. Groups on networks such as Facebook and WhatsApp have been created for this moment and subsidized data collection. Those tools were designed to provide scientific rigor to the study, therefore, it was needed to make instruments that would allow the evaluation of concepts; personal and professional values, pre- and post-continuing education, from the teachers on “family”, “dysfunctional family” and “ideal family”, as well as their perceptions about the contributions of cinema and strategies employed in teacher education. Data obtained by evocation of words, images or feelings were tabulated and analyzed with the help of EVOC Software and its sub-programs. For questions based on Likert scale, we used the software SPSS version 14.0 using the non-parametric Wilcoxon test, taking into account the level of significance of 5%. With regard to the field record, the information collected was investigated in light of the theory of content analysis. The results showed that there were significant changes in the time of pre- to post-test. Thus, we infer that aesthetic experience provided by the cinema, and the strategies employed in the continuing education project, such as discussions, group dynamics, personal reflections, exchange of ideas and the clash of different perspectives among the group of teachers formed the framework that enabled the changes in perception and teaching values, by providing teachers a quick and close means of communication to their cultural and social context. (AU) | |
| FAPESP's process: | 14/04983-1 - Teacher's training and aesthetic experience: representation of unconventional families in the cinema |
| Grantee: | Isaias Batista de Oliveira Júnior |
| Support Opportunities: | Scholarships in Brazil - Doctorate |