Narrativas de professor-pesquisador: investigando a própria prática docente a partir da experiência de produzir animações com crianças na escola

• Autor(a) principal: Oliveira, Daniel Pereira de
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10002
• topic: Teacher-researcher; Teacher s formation; Animation; Experience; Professor-pesquisador; Formação docente; Animação; Experiência; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This Master's thesis aimed to investigate their own teaching practice as a means of producing reflections on the teaching learning process, in a perspective of the teacher-researcher. The clipping of the practice on which performed the research was an authorial production experience of animated short films with children one of the literacy classes. The purpose of this experiment was to create opportunities for children to experience the place of audiovisual production as a means of developing a critical reading of these cultural artefacts widely consumed by them, such as animations, movies, television and its "magic". The central question of the research that develop in this dissertation is: which experiences that I was lived help me to reflect about my own teacher s formation and understand it like a process for lifelong? The methodological approach included the autobiographical narratives through research of their own teaching practice and approached also, to some extent, of the daily studies. Authors who help to think the research questions of this thesis were mainly: Freire (2014), about the practice, emancipation and therefore the authorship; Garcia and Alves (2012), on the practice-theory-practice relationship; Esteban and Zaccur (2002), about the teacher-researcher; Larrosa (2002, 2011, 2014), about the experience; and Santos (2010) on knowledge as self. The research led to the understanding, especially of teacher education as a process built throughout life, in which previous aspects to the gym and the school routine constitute formative time and space; the wheels of conversation while training bodies; and the contribution of children to the formation of the teaching practice through the clues provided on the relationship of teaching and learning and reflections caused by their participation in daily life.