O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMS |
Texto Completo: | https://repositorio.ufms.br/handle/123456789/5334 |
Resumo: | This work has as its object the internship reports of students of the History Course at the Federal University of Mato Grosso do Sul, Três Lagoas Campus. It responds to the objective of analyzing, through the final reports of mandatory internship of academics and former academics of the UFMS-CPTL History course, how the internship is built in practice in an emancipatory perspective, that is, it seeks to understand how the CPTL History Course interns use the internship experience to think and develop ways of teaching that seek to escape from traditional ways of teaching. Thus, the research has as its central problem the meaning of this practical activity – internship – for teacher training committed to an emancipatory education. Methodologically, the research is structured based on Document Analysis, having as a primary source the set of supervised mandatory internship reports from the UFMS-CPTL History Course of the students of that course, from 2016 to 2019. These reports are characterized in the research as reports I, II and III. As for the theoretical contribution, the research assumes the contributions of Paulo Freire, Theodor Adorno, Bell Hooks and Jörn Rüsen. The work presents as a result the expressive concern of the interns in approaching the teaching practice from readings and work planning with a strong nod to emancipatory possibilities, here also understood as readings and practices overcome fromraditional approaches to teaching History. Even in the face of numerous problems characteristic of the Brazilian public school, reports indicate that interns do not abandon this perspective. Although this orientation is characteristic of the set of sources analyzed, it is also possible to perceive the indication, by the trainees, in their reports, of challenges such as school culture, culture of teaching materials, teacher-student relationship, structural and equipment deficit in schools, among others, so many, as challenging marks in the production of an emancipatory educational perspective in the teaching of History in Basic Education. Keywords: History Teaching. Supervised internship. Emancipatory perspective. |
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2022-10-29T14:52:08Z2022-10-29T14:52:08Z2022https://repositorio.ufms.br/handle/123456789/5334This work has as its object the internship reports of students of the History Course at the Federal University of Mato Grosso do Sul, Três Lagoas Campus. It responds to the objective of analyzing, through the final reports of mandatory internship of academics and former academics of the UFMS-CPTL History course, how the internship is built in practice in an emancipatory perspective, that is, it seeks to understand how the CPTL History Course interns use the internship experience to think and develop ways of teaching that seek to escape from traditional ways of teaching. Thus, the research has as its central problem the meaning of this practical activity – internship – for teacher training committed to an emancipatory education. Methodologically, the research is structured based on Document Analysis, having as a primary source the set of supervised mandatory internship reports from the UFMS-CPTL History Course of the students of that course, from 2016 to 2019. These reports are characterized in the research as reports I, II and III. As for the theoretical contribution, the research assumes the contributions of Paulo Freire, Theodor Adorno, Bell Hooks and Jörn Rüsen. The work presents as a result the expressive concern of the interns in approaching the teaching practice from readings and work planning with a strong nod to emancipatory possibilities, here also understood as readings and practices overcome fromraditional approaches to teaching History. Even in the face of numerous problems characteristic of the Brazilian public school, reports indicate that interns do not abandon this perspective. Although this orientation is characteristic of the set of sources analyzed, it is also possible to perceive the indication, by the trainees, in their reports, of challenges such as school culture, culture of teaching materials, teacher-student relationship, structural and equipment deficit in schools, among others, so many, as challenging marks in the production of an emancipatory educational perspective in the teaching of History in Basic Education. Keywords: History Teaching. Supervised internship. Emancipatory perspective.Este trabalho tem como objeto os relatórios de estágio dos discentes do Curso de História da Universidade Federal de Mato Grosso do Sul, Campus de Três Lagoas. Responde pelo objetivo de analisar, por meio dos relatórios finais de estágio obrigatório dos acadêmicos e ex- acadêmicos do curso de História da UFMS-CPTL, como o estágio se constrói na prática em uma perspectiva emancipatória, ou seja, busca-se compreender como os estagiários do curso de História do CPTL usam a experiência do estágio para pensar e desenvolver formas de lecionar que fujam das formas tradicionais de ensino. Assim, a pesquisa tem como problema central o significado dessa atividade prática – estágio – para a formação docente comprometido com uma educação emancipatória. Metodologicamente a pesquisa se estrutura a partir da Análise Documental, tendo como fonte primária o conjunto de relatórios de estágio obrigatório supervisionado do Curso de História da UFMS-CPTL dos discentes do referido curso, anos de 2016 a 2019. Estes relatórios estão caracterizados na pesquisa como relatórios I, II e III. Quanto ao aporte teórico, a pesquisa assume as contribuições de Paulo Freire, Theodor Adorno, Bell Hooks e Jörn Rüsen. O trabalho apresenta como resultado a expressiva preocupação dos estagiários em se aproximar da prática docente a partir de leituras e planejamento de trabalho com forte aceno para possibilidades emancipatórias, aqui também compreendida como leituras e práticas superadas das abordagens tradicionais do ensino de História. Mesmo diante de inúmeros problemas característicos da escola pública brasileira os relatórios indicam que os estagiários não abandonam esta perspectiva. Embora esta orientação seja característica do conjunto das fontes analisadas, também é possível perceber a indicação, pelos estagiários, em seus relatórios, de desafios como cultura escolar, cultura do material didático, relação docente-discente, déficit estrutural e de equipamento nas escolas, entre tantos, como marcas desafiadoras na produção de uma perspectiva educacional emancipatória no ensino de História na Educação Básica. Palavras-chave: Ensino de História. Estágio supervisionado. Perspectiva emancipatória.Fundação Universidade Federal de Mato Grosso do SulUFMSBrasilEnsino de História. Estágio supervisionado. Perspectiva emancipatóriaO Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipaçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPaulo Fioravante GiaretaPAULO HENRIQUE LEAL PEREIRAinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMSinstname:Universidade Federal de Mato Grosso do Sul (UFMS)instacron:UFMSORIGINALDissertação - Paulo Leal .pdfDissertação - Paulo Leal .pdfapplication/pdf963565https://repositorio.ufms.br/bitstream/123456789/5334/-1/Disserta%c3%a7%c3%a3o%20-%20Paulo%20Leal%20.pdf082469cbeb6aa40bc3ce2d49f39a5b4cMD5-1123456789/53342022-10-29 10:52:09.072oai:repositorio.ufms.br:123456789/5334Repositório InstitucionalPUBhttps://repositorio.ufms.br/oai/requestri.prograd@ufms.bropendoar:21242022-10-29T14:52:09Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS)false |
dc.title.pt_BR.fl_str_mv |
O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação |
title |
O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação |
spellingShingle |
O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação PAULO HENRIQUE LEAL PEREIRA Ensino de História. Estágio supervisionado. Perspectiva emancipatória |
title_short |
O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação |
title_full |
O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação |
title_fullStr |
O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação |
title_full_unstemmed |
O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação |
title_sort |
O Estágio Supervisionado na Formação de Professores de História: práticas educativas na perspectiva da emancipação |
author |
PAULO HENRIQUE LEAL PEREIRA |
author_facet |
PAULO HENRIQUE LEAL PEREIRA |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Paulo Fioravante Giareta |
dc.contributor.author.fl_str_mv |
PAULO HENRIQUE LEAL PEREIRA |
contributor_str_mv |
Paulo Fioravante Giareta |
dc.subject.por.fl_str_mv |
Ensino de História. Estágio supervisionado. Perspectiva emancipatória |
topic |
Ensino de História. Estágio supervisionado. Perspectiva emancipatória |
description |
This work has as its object the internship reports of students of the History Course at the Federal University of Mato Grosso do Sul, Três Lagoas Campus. It responds to the objective of analyzing, through the final reports of mandatory internship of academics and former academics of the UFMS-CPTL History course, how the internship is built in practice in an emancipatory perspective, that is, it seeks to understand how the CPTL History Course interns use the internship experience to think and develop ways of teaching that seek to escape from traditional ways of teaching. Thus, the research has as its central problem the meaning of this practical activity – internship – for teacher training committed to an emancipatory education. Methodologically, the research is structured based on Document Analysis, having as a primary source the set of supervised mandatory internship reports from the UFMS-CPTL History Course of the students of that course, from 2016 to 2019. These reports are characterized in the research as reports I, II and III. As for the theoretical contribution, the research assumes the contributions of Paulo Freire, Theodor Adorno, Bell Hooks and Jörn Rüsen. The work presents as a result the expressive concern of the interns in approaching the teaching practice from readings and work planning with a strong nod to emancipatory possibilities, here also understood as readings and practices overcome fromraditional approaches to teaching History. Even in the face of numerous problems characteristic of the Brazilian public school, reports indicate that interns do not abandon this perspective. Although this orientation is characteristic of the set of sources analyzed, it is also possible to perceive the indication, by the trainees, in their reports, of challenges such as school culture, culture of teaching materials, teacher-student relationship, structural and equipment deficit in schools, among others, so many, as challenging marks in the production of an emancipatory educational perspective in the teaching of History in Basic Education. Keywords: History Teaching. Supervised internship. Emancipatory perspective. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-10-29T14:52:08Z |
dc.date.available.fl_str_mv |
2022-10-29T14:52:08Z |
dc.date.issued.fl_str_mv |
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 |
https://repositorio.ufms.br/handle/123456789/5334 |
url |
https://repositorio.ufms.br/handle/123456789/5334 |
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por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Fundação Universidade Federal de Mato Grosso do Sul |
dc.publisher.initials.fl_str_mv |
UFMS |
dc.publisher.country.fl_str_mv |
Brasil |
publisher.none.fl_str_mv |
Fundação Universidade Federal de Mato Grosso do Sul |
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reponame:Repositório Institucional da UFMS instname:Universidade Federal de Mato Grosso do Sul (UFMS) instacron:UFMS |
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UFMS |
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UFMS |
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Repositório Institucional da UFMS |
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Repositório Institucional da UFMS |
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Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS) |
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ri.prograd@ufms.br |
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1801678525542957056 |