Encontros com a docência: diálogos e narrativas na negociação de sentidos das práticas cotidianas

• Autor(a) principal: Gouvêa, Tânia da Costa
• Data de Publicação: 2019
• 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/1/9913
• topic: Meetings; Dialogues; Education; knowlegdeandpractices; Teaching; Encontros; Diálogos; Formação; Fazeressaberes; Docência; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This master´s dissertation was initiated through a research carried out with teachers of Early Childhood Education and educational guidance of the Lucilândia Municipal School, located in Silva Jardim, and it is part of Everyday Life Studies. It presents meetings, dialogues and teaching narratives as a methodological and formative course, aiming to discuss and understand how dialogues and narratives contribute to the production of curricular practices entangled in collective formation processes, and it intends to highlight and enhance this process of production and formation of the teaching that is configured in the meetings.Therefore, this investigation problematizes the contribution of the dialogues and the narratives of these processes in the production of the teachers' knowlegdeandpractices in perceiving and discussing hegemonic visions present in the daily practices, considering the possibility of displacements of perceptions and senses, regarding the ways of thinking.This analysis is based mainly on the following theoretical references: the notion of meeting, postulated by Garcia (2015), the concepts of enunciation, dialogism, intersubjectivity, alterity and responsiveness, proposed by Bakthin (2011), Negri's notions of singularity and multitude (2016), in addition to notions that are part of Boaventura Sousa Santos thought to dialogue with the subjects of this research and to analyze meetings (GARCIA, 2015) as a production spacetime that considers sensations and affects/affections (CARVALHO, 2009) in the production of knowledge and meanings of teaching and curricula.