Memórias de formação de professoras da EJA: contribuições para a prática docente
Main Author: | |
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Publication Date: | 2019 |
Other Authors: | |
Format: | Master thesis |
Language: | por |
Source: | Biblioteca Digital de Teses e Dissertações da UERJ |
Download full: | http://www.bdtd.uerj.br/handle/1/17348 |
Summary: | The research addresses the importance of memory for teacher training and has the general objective of analyzing autobiographical narratives through the contribution of training memories to teaching practice. The text brings a discussion from the teachers' narratives, their practices and the teaching knowledge articulating with the spaces of dialogue between public policies, legal devices for the training of teachers and the offer of the Youth and Adult Education modality. The specific objectives of the research are to analyze the trajectories and experiences of the co-authored teachers, as well as the impacts of training on teaching practice, to recognize the contributions of memory as a formative process, to reframe knowledge and to legitimize practices, place of speech, resistance and militancy in the EJA. Among the results of the research, it is possible to highlight that the serious problems faced by the public school cannot be attributed only to teacher training, but mainly to a political structure that makes the provision of public service precarious. The research subjects are teachers captured from professional contacts associated with the performance criteria in Youth and Adult Education. All teachers work in the public education network in the metropolitan region and in the city of Rio de Janeiro, have higher education and participate in training offered by their education networks. The research is of a qualitative nature anchored in the methodology of oral history and narrative research. The content analysis technique was also used (BARDIN, 2016) to analyze the teachers' testimonies. The theoretical foundation is supported by Le Goff (1990), Halbwachs (1990), Pollak (1989 and 1992) and Bosi (2016) to work on the concepts of memory. To support the reflections about the school and its complexities, I rely on Freire (1987), Gadotti (2000) and Saviani (2009). To define the field of EJA, I bring the readings Vargas and Fantinato (2011), Arroyo (2006), Soares, Giovanetti and Gomes (2005). To develop the methodology, I bring readings and dialogues with Bauer (2002) and Bardin (2016), Benjamin (1992), as well as Bakhtin (2004) to reflect on language. The teachers' narratives point to the need to expand the space for discussion on Youth and Adult Education in initial training, in addition to research and dissemination of works. It highlights the importance of discussing EJA in the formation of other areas of knowledge, such as History, Geography, Mathematics, among others. It points out that affection, empathy and affinity are important attributes for working with young people and adults, but it also emphasizes that professionals need to be valued both in terms of their remuneration and in the structure of their work. It emphasizes the need to expand public policies for access and permanence for the student in the modality. |
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Fernandes , Andrea da Paixãohttp://lattes.cnpq.br/5619510675947588Silva, Lincoln Tavareshttp://lattes.cnpq.br/1212978359249510Sales, Sandra Reginahttp://lattes.cnpq.br/6700481146248917Lins, Monica Regina Ferreirahttp://lattes.cnpq.br/6823740197871001Fetzner, Andrea Rosanahttp://lattes.cnpq.br/1794350930106112http://lattes.cnpq.br/7819965677702048Sales, Fabiana Consolação Dias decdiasfabiana@gmail.com2022-03-21T19:09:01Z2019-11-22SALES, Fabiana Consolação Dias de. Memórias de formação das professoras da EJA: contribuições para a prática docente. 2019. 126 f. Dissertação. (Mestrado Profissional em Ensino em Educação Básica) – Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2019.http://www.bdtd.uerj.br/handle/1/17348The research addresses the importance of memory for teacher training and has the general objective of analyzing autobiographical narratives through the contribution of training memories to teaching practice. The text brings a discussion from the teachers' narratives, their practices and the teaching knowledge articulating with the spaces of dialogue between public policies, legal devices for the training of teachers and the offer of the Youth and Adult Education modality. The specific objectives of the research are to analyze the trajectories and experiences of the co-authored teachers, as well as the impacts of training on teaching practice, to recognize the contributions of memory as a formative process, to reframe knowledge and to legitimize practices, place of speech, resistance and militancy in the EJA. Among the results of the research, it is possible to highlight that the serious problems faced by the public school cannot be attributed only to teacher training, but mainly to a political structure that makes the provision of public service precarious. The research subjects are teachers captured from professional contacts associated with the performance criteria in Youth and Adult Education. All teachers work in the public education network in the metropolitan region and in the city of Rio de Janeiro, have higher education and participate in training offered by their education networks. The research is of a qualitative nature anchored in the methodology of oral history and narrative research. The content analysis technique was also used (BARDIN, 2016) to analyze the teachers' testimonies. The theoretical foundation is supported by Le Goff (1990), Halbwachs (1990), Pollak (1989 and 1992) and Bosi (2016) to work on the concepts of memory. To support the reflections about the school and its complexities, I rely on Freire (1987), Gadotti (2000) and Saviani (2009). To define the field of EJA, I bring the readings Vargas and Fantinato (2011), Arroyo (2006), Soares, Giovanetti and Gomes (2005). To develop the methodology, I bring readings and dialogues with Bauer (2002) and Bardin (2016), Benjamin (1992), as well as Bakhtin (2004) to reflect on language. The teachers' narratives point to the need to expand the space for discussion on Youth and Adult Education in initial training, in addition to research and dissemination of works. It highlights the importance of discussing EJA in the formation of other areas of knowledge, such as History, Geography, Mathematics, among others. It points out that affection, empathy and affinity are important attributes for working with young people and adults, but it also emphasizes that professionals need to be valued both in terms of their remuneration and in the structure of their work. It emphasizes the need to expand public policies for access and permanence for the student in the modality.A pesquisa aborda a importância da memória para a formação de professores e tem como objetivo geral analisar narrativas autobiográficas através da contribuição de memórias de formação para a prática docente. O texto traz uma discussão a partir das narrativas das professoras, suas práticas e o saber docente articulando com os espaços de interlocução entre políticas públicas, dispositivos legais para a formação de professores e oferta da modalidade Educação de Jovens e Adultos. Os objetivos específicos da pesquisa constituem em analisar as trajetórias e experiências das professoras co-autoras, bem como os impactos da formação sobre a prática docente, reconhecer as contribuições da memória como processo formativo, ressignificar saberes e legitimar práticas, lugar de fala, resistência e militância na EJA. Dentre os resultados da pesquisa, é possível destacar que os graves problemas enfrentados pela escola pública não pode ser atribuído somente à formação do professor, mas principalmente a uma estrutura política que torna precário a prestação do serviço público. Os sujeitos da pesquisa são professores captados a partir de contatos profissionais associado ao critério de atuação na Educação de Jovens e Adultos. Todas as professoras atuam na rede pública de educação na região metropolitana e na cidade do Rio de Janeiro, possuem formação em nível superior e participam de formações oferecidas por suas redes de ensino. A pesquisa é de cunho qualitativo ancorada na metodologia de história oral e da pesquisa narrativa. Foi utilizada também a técnica da análise de conteúdo (BARDIN, 2016) para analisar os depoimentos das professoras. A fundamentação teórica é apoiada Le Goff (1990), Halbwachs (1990), Pollak (1989 e 1992) e Bosi (2016) para trabalhar os conceitos de memória. Para fundamentar as reflexões acerca da escola e suas complexidades, apoio-me em Freire (1987), Gadotti (2000) e Saviani (2009). Para definir o campo da EJA, trago as leituras Vargas e Fantinato (2011), Arroyo (2006), Soares, Giovanetti e Gomes (2005). Para desenvolver a metodologia, trago leituras e diálogos com Bauer (2002) e Bardin (2016), Benjamin (1992), além de Bakhtin (2004) para refletir sobre linguagem. As narrativas das professoras apontam a necessidade de ampliação de espaço de discussão sobre a Educação de Jovens e Adultos na formação inicial, além de pesquisas e divulgação de trabalhos. Destaca a importância de se discutir a EJA na formação das outras áreas de conhecimento, tais como a História, Geografia, Matemática, entre outras. Assinala que afetividade, empatia e afinidade são atributos importantes para o trabalho com o jovem e o adulto, mas enfatiza também que o profissional precisa ser valorizado tanto na sua remuneração quanto na estrutura de seu trabalho. Ressalta a necessidade de ampliação de políticas públicas para o acesso e permanência para o aluno na modalidade.Submitted by Albert CAP/A (albert.vaz@uerj.br) on 2022-03-21T19:09:01Z No. of bitstreams: 1 Dissertação - Fabiana Consolação Dias de Sales - 2019 - Completa.pdf: 950703 bytes, checksum: e16b1837f89ee88b9c481f975d57940b (MD5)Made available in DSpace on 2022-03-21T19:09:01Z (GMT). No. of bitstreams: 1 Dissertação - Fabiana Consolação Dias de Sales - 2019 - Completa.pdf: 950703 bytes, checksum: e16b1837f89ee88b9c481f975d57940b (MD5) Previous issue date: 2019-11-22application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação de Ensino em Educação Básica - CAp UERJUERJBrasilCentro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da SilveiraEJATeacher trainingNarrativeMemóriasNarrativasProfessores – FormaçãoEducação de Jovens e AdultosCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMMemórias de formação de professoras da EJA: contribuições para a prática docenteMemories of teacher training of the EJA: contributions to the teaching practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Fabiana Consolação Dias de Sales - 2019 - Completa.pdfDissertação - Fabiana Consolação Dias de Sales - 2019 - Completa.pdfapplication/pdf950703http://www.bdtd.uerj.br/bitstream/1/17348/2/Disserta%C3%A7%C3%A3o+-+Fabiana+Consola%C3%A7%C3%A3o+Dias+de+Sales+-+2019+-+Completa.pdfe16b1837f89ee88b9c481f975d57940bMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/17348/1/license.txte5502652da718045d7fcd832b79fca29MD511/173482024-02-26 15:47:16.947oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-26T18:47:16Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Memórias de formação de professoras da EJA: contribuições para a prática docente |
dc.title.alternative.eng.fl_str_mv |
Memories of teacher training of the EJA: contributions to the teaching practice |
title |
Memórias de formação de professoras da EJA: contribuições para a prática docente |
spellingShingle |
Memórias de formação de professoras da EJA: contribuições para a prática docente Sales, Fabiana Consolação Dias de EJA Teacher training Narrative Memórias Narrativas Professores – Formação Educação de Jovens e Adultos CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Memórias de formação de professoras da EJA: contribuições para a prática docente |
title_full |
Memórias de formação de professoras da EJA: contribuições para a prática docente |
title_fullStr |
Memórias de formação de professoras da EJA: contribuições para a prática docente |
title_full_unstemmed |
Memórias de formação de professoras da EJA: contribuições para a prática docente |
title_sort |
Memórias de formação de professoras da EJA: contribuições para a prática docente |
author |
Sales, Fabiana Consolação Dias de |
author_facet |
Sales, Fabiana Consolação Dias de cdiasfabiana@gmail.com |
author_role |
author |
author2 |
cdiasfabiana@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fernandes , Andrea da Paixão |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5619510675947588 |
dc.contributor.referee2.fl_str_mv |
Silva, Lincoln Tavares |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1212978359249510 |
dc.contributor.referee3.fl_str_mv |
Sales, Sandra Regina |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6700481146248917 |
dc.contributor.referee4.fl_str_mv |
Lins, Monica Regina Ferreira |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/6823740197871001 |
dc.contributor.referee5.fl_str_mv |
Fetzner, Andrea Rosana |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/1794350930106112 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7819965677702048 |
dc.contributor.author.fl_str_mv |
Sales, Fabiana Consolação Dias de cdiasfabiana@gmail.com |
contributor_str_mv |
Fernandes , Andrea da Paixão Silva, Lincoln Tavares Sales, Sandra Regina Lins, Monica Regina Ferreira Fetzner, Andrea Rosana |
dc.subject.eng.fl_str_mv |
EJA Teacher training Narrative |
topic |
EJA Teacher training Narrative Memórias Narrativas Professores – Formação Educação de Jovens e Adultos CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.por.fl_str_mv |
Memórias Narrativas Professores – Formação Educação de Jovens e Adultos |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The research addresses the importance of memory for teacher training and has the general objective of analyzing autobiographical narratives through the contribution of training memories to teaching practice. The text brings a discussion from the teachers' narratives, their practices and the teaching knowledge articulating with the spaces of dialogue between public policies, legal devices for the training of teachers and the offer of the Youth and Adult Education modality. The specific objectives of the research are to analyze the trajectories and experiences of the co-authored teachers, as well as the impacts of training on teaching practice, to recognize the contributions of memory as a formative process, to reframe knowledge and to legitimize practices, place of speech, resistance and militancy in the EJA. Among the results of the research, it is possible to highlight that the serious problems faced by the public school cannot be attributed only to teacher training, but mainly to a political structure that makes the provision of public service precarious. The research subjects are teachers captured from professional contacts associated with the performance criteria in Youth and Adult Education. All teachers work in the public education network in the metropolitan region and in the city of Rio de Janeiro, have higher education and participate in training offered by their education networks. The research is of a qualitative nature anchored in the methodology of oral history and narrative research. The content analysis technique was also used (BARDIN, 2016) to analyze the teachers' testimonies. The theoretical foundation is supported by Le Goff (1990), Halbwachs (1990), Pollak (1989 and 1992) and Bosi (2016) to work on the concepts of memory. To support the reflections about the school and its complexities, I rely on Freire (1987), Gadotti (2000) and Saviani (2009). To define the field of EJA, I bring the readings Vargas and Fantinato (2011), Arroyo (2006), Soares, Giovanetti and Gomes (2005). To develop the methodology, I bring readings and dialogues with Bauer (2002) and Bardin (2016), Benjamin (1992), as well as Bakhtin (2004) to reflect on language. The teachers' narratives point to the need to expand the space for discussion on Youth and Adult Education in initial training, in addition to research and dissemination of works. It highlights the importance of discussing EJA in the formation of other areas of knowledge, such as History, Geography, Mathematics, among others. It points out that affection, empathy and affinity are important attributes for working with young people and adults, but it also emphasizes that professionals need to be valued both in terms of their remuneration and in the structure of their work. It emphasizes the need to expand public policies for access and permanence for the student in the modality. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-11-22 |
dc.date.accessioned.fl_str_mv |
2022-03-21T19:09:01Z |
dc.type.status.fl_str_mv |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SALES, Fabiana Consolação Dias de. Memórias de formação das professoras da EJA: contribuições para a prática docente. 2019. 126 f. Dissertação. (Mestrado Profissional em Ensino em Educação Básica) – Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2019. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/17348 |
identifier_str_mv |
SALES, Fabiana Consolação Dias de. Memórias de formação das professoras da EJA: contribuições para a prática docente. 2019. 126 f. Dissertação. (Mestrado Profissional em Ensino em Educação Básica) – Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2019. |
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UERJ |
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Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira |
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Universidade do Estado do Rio de Janeiro |
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