METÁFORA CONCEPTUAL E CONHECIMENTO NOS DISCURSOS E PRÁTICAS DE PROFESSORES DO ENSINO FUNDAMENTAL
Estudos da linguagem
Ensino de primeiro grau
Professor
Prática pedagógica
Formação de Professores
Conhecimento
Linguagem
Metáfora
Metáfora Conceptual
Educação
Ensino
Crenças
Brasil
Knowledge
Beliefs
Teaching
Language
Conceptual metaphor
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
Abstract
The present thesis investigates two levels of knowledge representation by teachers of
elementary education: the level of consciously professed beliefs and that of the values
underlying less monitored discourses, comparing and contrasting these levels with that of the
actual teaching practices. Situated within the spectrum of the studies on teacher cognition, its
goal is to achieve a better understanding of the ways teachers conceptualize knowledge and to
contribute with inferences to the elaboration and implementation of teacher education
programs. Three theoretical axes frame the research: the conceptions of knowledge in
philosophy, their reflections upon the pedagogical proposals throughout the history of
education in Brazil and the theory of conceptual metaphor as a tool to understand the
representations of knowledge that belong to the cognitive repertoire of teachers. The research,
keeping the characteristics of an interpretative investigation, used questionnaires with closed
and open questions, as well as the observation and recording of actual classes in audio and
video as tools for the elicitation of data. The access to the professed beliefs and the values
underlying discourses was done by the identification and discussion of the conceptual
metaphors of knowledge suggested by the data, while the classroom practices were interpreted
according to the communicative models verified in the pedagogical actions. Three metaphors
of knowledge seem to struggle in contemporary discourses by teachers of elementary
education: knowledge as transmission, as construction and as the intertwining of nets. It was
found that the participants tended to elaborate eclectic personal theories about the issue, and
that the influence of such beliefs over the pedagogical practices is an indirect one. Thus, it
was concluded that the elaboration of programs for initial or in-service teacher education
should take into consideration the previous knowledge of teachers and future teachers, avoid
the imposition of a sole epistemological perspective and focus mainly on classroom practices
and on reflecting upon them, as a way of facilitating the transition from a teaching process
based mainly upon the transmission metaphor to practices more centered on the student and
his/her autonomy as a social being.
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Document type
TeseFormat
application/pdf
Subject(s)
LetrasEstudos da linguagem
Ensino de primeiro grau
Professor
Prática pedagógica
Formação de Professores
Conhecimento
Linguagem
Metáfora
Metáfora Conceptual
Educação
Ensino
Crenças
Brasil
Knowledge
Beliefs
Teaching
Language
Conceptual metaphor
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS