Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15687 |
Resumo: | This thesis emerges from my life history and my participation, since 2006, in the discussions of the Group of Studies and Research on Initial, Continuing and Literacy Training, which is coordinated by Professor Helenise Sangoi Antunes, Permanent Teacher of the Post-Graduation Program in Education of the Federal University of Santa Maria. The research aims to know the formative processes of three teachers, grandmother, father and grandson, who have a significant trajectory in the education of the field of the city of Alegrete/RS; to enable teachers, research characters, as well as the researcher, to reflect on their own life history, based on (self)biographical reports, which use memory and the revived memories of becoming a teacher; to recognize the historical and social importance that the education of the countryside, through the multi-serial classes, has for the Brazilian educational context; as well as, to value the education of the field and the teaching in multisseriados classes. The theoretical framework is based on life history studies, recognizing it as a source of research, reflection and (trans)formation, according to Abrahão (2006, 2008), Antunes (2007; 2012; 2013), Catani (2014), and Souza (2005, 2006, 2008, 2015); Teacher training in Brazil, according to Gatti (1997), Tardif; Lessard (2005; 2008), and Scheibe (2003); and field education, considering the positive perspective of the literacy process in multi-serial classes, according to Amiguinho (1995, 2003, 2011), Caldart (2004), Marinho (2008), Souza (2012, 2013, 2014, 2016). The methodology used is based on an approach called qualitative research, according to Antunes (2001; 2013), Bogdan; Biklen (1994), and Deslandes (1994). The instruments of information construction are the (self)biographical reports of the life histories of the three teachers, characters of this thesis, according to Antunes (2007; 2013), Nóvoa (2000), and Souza (2006), and the analysis of the information is made about the Understanding Scenic, based on Abrahão (2014), Marinas (2007), and Santamarina; Marinas (1994). We understand that reflection on our life history, as a space for building knowledge through research, presents the life, voice, looks and feelings of the characters heard, as well as the relationships with the world that surround them. We also understand that the rural context, as one of the cultural heritages with which the Brazilian population coexists, through teaching in the multi-serial classes, is the education of dialogue with diversity, with social peculiarities, in the provision of a significant network in the Stimulus to ensure that children go to school and make it a convincing and emancipatory life goal. |
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2019-02-19T16:16:26Z2019-02-19T16:16:26Z2017-05-05http://repositorio.ufsm.br/handle/1/15687This thesis emerges from my life history and my participation, since 2006, in the discussions of the Group of Studies and Research on Initial, Continuing and Literacy Training, which is coordinated by Professor Helenise Sangoi Antunes, Permanent Teacher of the Post-Graduation Program in Education of the Federal University of Santa Maria. The research aims to know the formative processes of three teachers, grandmother, father and grandson, who have a significant trajectory in the education of the field of the city of Alegrete/RS; to enable teachers, research characters, as well as the researcher, to reflect on their own life history, based on (self)biographical reports, which use memory and the revived memories of becoming a teacher; to recognize the historical and social importance that the education of the countryside, through the multi-serial classes, has for the Brazilian educational context; as well as, to value the education of the field and the teaching in multisseriados classes. The theoretical framework is based on life history studies, recognizing it as a source of research, reflection and (trans)formation, according to Abrahão (2006, 2008), Antunes (2007; 2012; 2013), Catani (2014), and Souza (2005, 2006, 2008, 2015); Teacher training in Brazil, according to Gatti (1997), Tardif; Lessard (2005; 2008), and Scheibe (2003); and field education, considering the positive perspective of the literacy process in multi-serial classes, according to Amiguinho (1995, 2003, 2011), Caldart (2004), Marinho (2008), Souza (2012, 2013, 2014, 2016). The methodology used is based on an approach called qualitative research, according to Antunes (2001; 2013), Bogdan; Biklen (1994), and Deslandes (1994). The instruments of information construction are the (self)biographical reports of the life histories of the three teachers, characters of this thesis, according to Antunes (2007; 2013), Nóvoa (2000), and Souza (2006), and the analysis of the information is made about the Understanding Scenic, based on Abrahão (2014), Marinas (2007), and Santamarina; Marinas (1994). We understand that reflection on our life history, as a space for building knowledge through research, presents the life, voice, looks and feelings of the characters heard, as well as the relationships with the world that surround them. We also understand that the rural context, as one of the cultural heritages with which the Brazilian population coexists, through teaching in the multi-serial classes, is the education of dialogue with diversity, with social peculiarities, in the provision of a significant network in the Stimulus to ensure that children go to school and make it a convincing and emancipatory life goal.Esta tese emerge a partir da minha história de vida e da minha participação, desde 2006, nas discussões do Grupo de Estudos e Pesquisa sobre Formação Inicial, Continuada e Alfabetização (GEPFICA), o qual é coordenado pela Professora Doutora Helenise Sangoi Antunes, Professora Permanente do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (PPGE/UFSM). A investigação busca conhecer os processos formativos de três professores, avó, pai e neto, os quais possuem trajetória significativa na educação do campo do município de Alegrete/RS; possibilitar aos professores, personagens da investigação, bem como, à pesquisadora, a reflexão sobre a própria história de vida, a partir de relatos (auto)biográficos, os quais se utilizam da memória e das lembranças revividas de tornar-se professor; reconhecer a importância histórica e social que a educação do campo, através das classes multisseriadas, possui para o contexto educacional brasileiro; bem como, valorizar a educação do campo e o ensino em classes multisseriadas. O referencial teórico está constituído a partir dos estudos sobre história de vida, reconhecendo-a como fonte de pesquisa, reflexão e (trans)formação, segundo Abrahão (2006, 2008), Antunes (2007; 2012; 2013), Catani (2014), Souza (2005; 2006; 2008; 2015); formação de professores no Brasil, conforme Gatti (1997), Tardif; Lessard (2005; 2008) e Scheibe (2003); e educação do campo, considerando a perspectiva positiva do processo de alfabetização em classes multisseriadas, de acordo com Amiguinho (1995; 2003, 2011), Caldart (2004), Marinho (2008) e Souza (2012; 2013, 2014, 2016). A metodologia utilizada está embasada numa abordagem designada como investigação qualitativa, segundo Antunes (2001; 2013), Bogdan; Biklen (1994) e Deslandes (1994). Os instrumentos de construção de informações são os relatos (auto)biográficos das histórias de vida dos três professores, personagens desta tese, conforme Antunes (2007; 2013), Nóvoa (2000) e Souza (2006), e a análise das informações é feita acerca da Compreensão Cênica, com base em Abrahão (2014), Marinas (2007) e Santamarina; Marinas (1994). Entendemos que a reflexão sobre nossa história de vida, como espaço de construção de conhecimentos pela via da pesquisa, apresenta a vida, a voz, os olhares e os sentimentos dos personagens ouvidos, bem como das relações com o mundo que os cercam. Compreendemos, ainda, que o contexto rural, como uma das diversas heranças culturais com que convive a população brasileira, através do ensino nas classes multisseriadas, é a educação do diálogo com a diversidade, com as peculiaridades sociais, no oferecimento de uma rede significativa na instituição de estímulos que assegurem a ida das crianças à escola e que façam dessa um objetivo de vida convincente e emancipatório.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação de professoresHistória de vidaClasses multisseriadasTeacher trainingHistory of lifeMulti-serial classesCNPQ::CIENCIAS HUMANAS::EDUCACAOGerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professoresGenerations and life stories in dialogue in field education in multi-serial classes: a contribution to teacher traininginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisAntunes, Helenise Sangoihttp://lattes.cnpq.br/6804330341401151Meurer, Ane Carinehttp://lattes.cnpq.br/6724702305350914Souza, Elizeu Clementino dehttp://lattes.cnpq.br/3968241717391173Abrahão, Maria Helena Menna Barretohttp://lattes.cnpq.br/0244287001731375Barcelos, Valdo Hermes de Limahttp://lattes.cnpq.br/7447760896466057http://lattes.cnpq.br/4981396549315311Batalha, Denise Valduga700800000006600b825b34e-d5c5-45ba-826c-f9c81f93dc5e982c4fe3-b421-457e-b54c-4cf238b635a782c4f0d0-8036-476d-96d1-04dddf3f3df6851a60a7-9923-4ed9-b167-47e7b3984db30cbcc8b5-ca4e-4046-80a4-2be3bd4cf5b3db7c72a7-0599-48ea-9d0c-88298210421freponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2017_BATALHA_DENISE.pdfTES_PPGEDUCACAO_2017_BATALHA_DENISE.pdfTese de Doutoradoapplication/pdf5489091http://repositorio.ufsm.br/bitstream/1/15687/1/TES_PPGEDUCACAO_2017_BATALHA_DENISE.pdf17d98a0c38f17109ddfe5f18e56c0200MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores |
dc.title.alternative.eng.fl_str_mv |
Generations and life stories in dialogue in field education in multi-serial classes: a contribution to teacher training |
title |
Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores |
spellingShingle |
Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores Batalha, Denise Valduga Formação de professores História de vida Classes multisseriadas Teacher training History of life Multi-serial classes CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores |
title_full |
Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores |
title_fullStr |
Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores |
title_full_unstemmed |
Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores |
title_sort |
Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores |
author |
Batalha, Denise Valduga |
author_facet |
Batalha, Denise Valduga |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Antunes, Helenise Sangoi |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6804330341401151 |
dc.contributor.referee1.fl_str_mv |
Meurer, Ane Carine |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6724702305350914 |
dc.contributor.referee2.fl_str_mv |
Souza, Elizeu Clementino de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3968241717391173 |
dc.contributor.referee3.fl_str_mv |
Abrahão, Maria Helena Menna Barreto |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0244287001731375 |
dc.contributor.referee4.fl_str_mv |
Barcelos, Valdo Hermes de Lima |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/7447760896466057 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4981396549315311 |
dc.contributor.author.fl_str_mv |
Batalha, Denise Valduga |
contributor_str_mv |
Antunes, Helenise Sangoi Meurer, Ane Carine Souza, Elizeu Clementino de Abrahão, Maria Helena Menna Barreto Barcelos, Valdo Hermes de Lima |
dc.subject.por.fl_str_mv |
Formação de professores História de vida Classes multisseriadas |
topic |
Formação de professores História de vida Classes multisseriadas Teacher training History of life Multi-serial classes CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher training History of life Multi-serial classes |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis emerges from my life history and my participation, since 2006, in the discussions of the Group of Studies and Research on Initial, Continuing and Literacy Training, which is coordinated by Professor Helenise Sangoi Antunes, Permanent Teacher of the Post-Graduation Program in Education of the Federal University of Santa Maria. The research aims to know the formative processes of three teachers, grandmother, father and grandson, who have a significant trajectory in the education of the field of the city of Alegrete/RS; to enable teachers, research characters, as well as the researcher, to reflect on their own life history, based on (self)biographical reports, which use memory and the revived memories of becoming a teacher; to recognize the historical and social importance that the education of the countryside, through the multi-serial classes, has for the Brazilian educational context; as well as, to value the education of the field and the teaching in multisseriados classes. The theoretical framework is based on life history studies, recognizing it as a source of research, reflection and (trans)formation, according to Abrahão (2006, 2008), Antunes (2007; 2012; 2013), Catani (2014), and Souza (2005, 2006, 2008, 2015); Teacher training in Brazil, according to Gatti (1997), Tardif; Lessard (2005; 2008), and Scheibe (2003); and field education, considering the positive perspective of the literacy process in multi-serial classes, according to Amiguinho (1995, 2003, 2011), Caldart (2004), Marinho (2008), Souza (2012, 2013, 2014, 2016). The methodology used is based on an approach called qualitative research, according to Antunes (2001; 2013), Bogdan; Biklen (1994), and Deslandes (1994). The instruments of information construction are the (self)biographical reports of the life histories of the three teachers, characters of this thesis, according to Antunes (2007; 2013), Nóvoa (2000), and Souza (2006), and the analysis of the information is made about the Understanding Scenic, based on Abrahão (2014), Marinas (2007), and Santamarina; Marinas (1994). We understand that reflection on our life history, as a space for building knowledge through research, presents the life, voice, looks and feelings of the characters heard, as well as the relationships with the world that surround them. We also understand that the rural context, as one of the cultural heritages with which the Brazilian population coexists, through teaching in the multi-serial classes, is the education of dialogue with diversity, with social peculiarities, in the provision of a significant network in the Stimulus to ensure that children go to school and make it a convincing and emancipatory life goal. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-05-05 |
dc.date.accessioned.fl_str_mv |
2019-02-19T16:16:26Z |
dc.date.available.fl_str_mv |
2019-02-19T16:16:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
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http://repositorio.ufsm.br/handle/1/15687 |
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http://repositorio.ufsm.br/handle/1/15687 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/15687/1/TES_PPGEDUCACAO_2017_BATALHA_DENISE.pdf http://repositorio.ufsm.br/bitstream/1/15687/2/license_rdf http://repositorio.ufsm.br/bitstream/1/15687/3/license.txt http://repositorio.ufsm.br/bitstream/1/15687/4/TES_PPGEDUCACAO_2017_BATALHA_DENISE.pdf.txt http://repositorio.ufsm.br/bitstream/1/15687/5/TES_PPGEDUCACAO_2017_BATALHA_DENISE.pdf.jpg |
bitstream.checksum.fl_str_mv |
17d98a0c38f17109ddfe5f18e56c0200 4460e5956bc1d1639be9ae6146a50347 2f0571ecee68693bd5cd3f17c1e075df 75e3811186cfcaf19689001ebf5cbe01 ee1428a0b4fc531c85f991cf1e178460 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
_version_ |
1794523977850290176 |