Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990)
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
Texto Completo: | http://www.repositorio.ufc.br/handle/riufc/68999 |
Resumo: | The present research approaches how the teaching performance took place, praised school performance, in the early 1990s, in the face of the process of emancipation of the municipality of Icapuí, located in the state of Ceará, focusing on the historical educational development of the community. The school performance of the municipality received several awards aimed at quality education and reflective character, becoming a highlight in the international scope. To better understand the school success that took place in the municipality, it was necessary to analyze its teaching role, identifying factors that contributed to its educational growth. In this sense, this investigation showed an understanding of how the teaching performance enhanced the school performance of the municipality of Icapuí, in the 1990s. Relating the teachers' conception of school, through their social and academic formation. The methodology was based on the bibliographic study, in addition to semistructured interviews with teachers who worked throughout this educational development process, as well as public managers who participated in this socio-historical path. To support this research, authors who work from the perspective of the historical and political rescue of the history of the municipality were used, with emphasis on education and teaching. Silva (1998) articulates political representation with the movement of struggle for emancipation. Regarding the education of the municipality, Paulo Freire comes with the perspective of dialogicity, creating conditions for the construction of the emancipation and autonomy of the individual. Authors such as Antonio Nóvoa (1995), Paulo Freire (2019) and Demerval Saviani (1996), guided the reflections on the teachers' narratives about school success and teaching protagonism, expanding the discussion and allowing it to be possible to see the researched subjects as authors of their own stories. In this perspective, it is necessary to know the school formation in the municipality, evidencing the possible feeling of belonging, it is listed with the concept of education about the subject, so that it is not just a transmitter of information, acting as a professional capable of transforming stories and emancipating thoughts. |
id |
UFC-7_deff709cd72d4cf558da564372058324 |
---|---|
oai_identifier_str |
oai:repositorio.ufc.br:riufc/68999 |
network_acronym_str |
UFC-7 |
network_name_str |
Repositório Institucional da Universidade Federal do Ceará (UFC) |
repository_id_str |
|
spelling |
Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990)EducaçãoProtagonismoProfessorEducationProtagonismTeacherThe present research approaches how the teaching performance took place, praised school performance, in the early 1990s, in the face of the process of emancipation of the municipality of Icapuí, located in the state of Ceará, focusing on the historical educational development of the community. The school performance of the municipality received several awards aimed at quality education and reflective character, becoming a highlight in the international scope. To better understand the school success that took place in the municipality, it was necessary to analyze its teaching role, identifying factors that contributed to its educational growth. In this sense, this investigation showed an understanding of how the teaching performance enhanced the school performance of the municipality of Icapuí, in the 1990s. Relating the teachers' conception of school, through their social and academic formation. The methodology was based on the bibliographic study, in addition to semistructured interviews with teachers who worked throughout this educational development process, as well as public managers who participated in this socio-historical path. To support this research, authors who work from the perspective of the historical and political rescue of the history of the municipality were used, with emphasis on education and teaching. Silva (1998) articulates political representation with the movement of struggle for emancipation. Regarding the education of the municipality, Paulo Freire comes with the perspective of dialogicity, creating conditions for the construction of the emancipation and autonomy of the individual. Authors such as Antonio Nóvoa (1995), Paulo Freire (2019) and Demerval Saviani (1996), guided the reflections on the teachers' narratives about school success and teaching protagonism, expanding the discussion and allowing it to be possible to see the researched subjects as authors of their own stories. In this perspective, it is necessary to know the school formation in the municipality, evidencing the possible feeling of belonging, it is listed with the concept of education about the subject, so that it is not just a transmitter of information, acting as a professional capable of transforming stories and emancipating thoughts.A presente pesquisa aborda como ocorreu a atuação docente, enaltecendo o desempenho escolar, no início da década de 1990, diante do processo de emancipação do município de Icapuí, localizado no estado do Ceará, tendo como enfoque o desenvolvimento histórico educacional da comunidade. O desempenho escolar do município recebeu diversos prêmios voltados para uma educação de qualidade e de caráter reflexivo, tornando-se destaque no âmbito internacional. Para compreender melhor o sucesso escolar ocorrido no município, fezse necessário analisar o seu protagonismo docente, identificando fatores que colaboraram para seu crescimento educacional. Nesse sentido, esta investigação objetivou compreender como a atuação docente enalteceu o desempenho escolar do município de Icapuí, na década de 1990, relacionando a concepção de escola dos docentes, por meio da sua formação social e acadêmica. A metodologia teve como base o estudo bibliográfico, além de entrevistas semiestruturadas com professores que atuaram durante todo esse processo de desenvolvimento educacional, como também gestores públicos que participaram desse percurso sócio-histórico. Para fundamentar a presente pesquisa, foram utilizados autores que trabalham na perspectiva do resgate histórico e político da história do município, com ênfase na educação e na docência. Diante disso, foi discutido sobre a articulação e a representação política com o movimento de luta pela emancipação com base em Silva (1998). No tocante à educação do município, foi apresentada a perspectiva da dialogicidade, criando condições para a construção da emancipação e autonomia do indivíduo. Autores como Antonio Nóvoa (1995), Paulo Freire (2019) e Demerval Saviani (1996) nortearam as reflexões acerca das narrativas das professoras sobre o sucesso escolar e o protagonismo docente, ampliando a discussão e permitindo que fosse possível enxergar os sujeitos pesquisados como autores de suas próprias histórias. Nessa perspectiva, é preciso conhecer a formação escolar no município, evidenciando o possível sentimento de pertencimento, que está elencado com a concepção de educação sobre o sujeito, para que não seja apenas um transmissor de informações, atuando como um profissional capaz de transformar histórias e emancipar pensamentos.Andrade, Francisco Ari deOliveira, Renata Tavares de2022-10-27T10:31:10Z2022-10-27T10:31:10Z2022info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfOLIVEIRA, Renata Tavares de. Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990). Orientador: Francisco Ari de Andrade. 2022. 80 f. Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação Brasileira, Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2022.http://www.repositorio.ufc.br/handle/riufc/68999porreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFCinfo:eu-repo/semantics/openAccess2022-10-27T10:41:31Zoai:repositorio.ufc.br:riufc/68999Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T19:01:45.236284Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990) |
title |
Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990) |
spellingShingle |
Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990) Oliveira, Renata Tavares de Educação Protagonismo Professor Education Protagonism Teacher |
title_short |
Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990) |
title_full |
Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990) |
title_fullStr |
Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990) |
title_full_unstemmed |
Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990) |
title_sort |
Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990) |
author |
Oliveira, Renata Tavares de |
author_facet |
Oliveira, Renata Tavares de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Andrade, Francisco Ari de |
dc.contributor.author.fl_str_mv |
Oliveira, Renata Tavares de |
dc.subject.por.fl_str_mv |
Educação Protagonismo Professor Education Protagonism Teacher |
topic |
Educação Protagonismo Professor Education Protagonism Teacher |
description |
The present research approaches how the teaching performance took place, praised school performance, in the early 1990s, in the face of the process of emancipation of the municipality of Icapuí, located in the state of Ceará, focusing on the historical educational development of the community. The school performance of the municipality received several awards aimed at quality education and reflective character, becoming a highlight in the international scope. To better understand the school success that took place in the municipality, it was necessary to analyze its teaching role, identifying factors that contributed to its educational growth. In this sense, this investigation showed an understanding of how the teaching performance enhanced the school performance of the municipality of Icapuí, in the 1990s. Relating the teachers' conception of school, through their social and academic formation. The methodology was based on the bibliographic study, in addition to semistructured interviews with teachers who worked throughout this educational development process, as well as public managers who participated in this socio-historical path. To support this research, authors who work from the perspective of the historical and political rescue of the history of the municipality were used, with emphasis on education and teaching. Silva (1998) articulates political representation with the movement of struggle for emancipation. Regarding the education of the municipality, Paulo Freire comes with the perspective of dialogicity, creating conditions for the construction of the emancipation and autonomy of the individual. Authors such as Antonio Nóvoa (1995), Paulo Freire (2019) and Demerval Saviani (1996), guided the reflections on the teachers' narratives about school success and teaching protagonism, expanding the discussion and allowing it to be possible to see the researched subjects as authors of their own stories. In this perspective, it is necessary to know the school formation in the municipality, evidencing the possible feeling of belonging, it is listed with the concept of education about the subject, so that it is not just a transmitter of information, acting as a professional capable of transforming stories and emancipating thoughts. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-27T10:31:10Z 2022-10-27T10:31:10Z 2022 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
OLIVEIRA, Renata Tavares de. Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990). Orientador: Francisco Ari de Andrade. 2022. 80 f. Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação Brasileira, Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2022. http://www.repositorio.ufc.br/handle/riufc/68999 |
identifier_str_mv |
OLIVEIRA, Renata Tavares de. Educação escolar: práticas docentes e emancipação humana em Icapuí - CE (1980-1990). Orientador: Francisco Ari de Andrade. 2022. 80 f. Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação Brasileira, Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2022. |
url |
http://www.repositorio.ufc.br/handle/riufc/68999 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da Universidade Federal do Ceará (UFC) instname:Universidade Federal do Ceará (UFC) instacron:UFC |
instname_str |
Universidade Federal do Ceará (UFC) |
instacron_str |
UFC |
institution |
UFC |
reponame_str |
Repositório Institucional da Universidade Federal do Ceará (UFC) |
collection |
Repositório Institucional da Universidade Federal do Ceará (UFC) |
repository.name.fl_str_mv |
Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC) |
repository.mail.fl_str_mv |
bu@ufc.br || repositorio@ufc.br |
_version_ |
1813029038786084864 |