Dimensões Subjetivas da Ação Docente com o Projeto de Vida

Detalhes bibliográficos
Autor(a) principal: DANIEL VENTURA DAMACENO
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFMS
Texto Completo: https://repositorio.ufms.br/handle/123456789/6402
Resumo: This research aims to investigate the subjective configurations related to the teaching of the Life Project/Purpose curricular component, analyzing the historical-cultural context of its implementation, with emphasis on Rede Estadual de Ensino de Mato Grosso do Sul, as well as, the subjective configurations of the Life Project/Purpose teacher by the fields of intelligibility related to the context of action and pedagogical relationship in the component during the last years and in the context of COVID-19. The research is qualitative, used Qualitative Epistemology and Constructive-Interpretative Methodology, with interviews, questionnaires, and written production as instruments, and produced a theoretical model in line of the Theory of Subjectivity, with contextual analysis by Historical-Cultural Theory. It has done with the participation of five Life Project/Purpose teachers from state schools in Campo Grande, Mato Grosso do Sul. Of these, two composed the theoretical production of this study. It consists of an introductory chapter and four theoretical chapters that present an analysis of the historical, legal, and conceptual devices that led to the emergence of the Life Project, the relationship between the Life Project and Education, the theoretical-epistemological-methodological foundations for the study and research of the subjective dimension, the theoretical production carried out with the two teachers, and a chapter with discussions, limits, and perspectives of the research. The research was approved by the Comitê de Ética em Pesquisa em Seres Humanos da Universidade Federal de Mato Grosso do Sul and had as results: understanding of the fields of intelligibility and the subjective configurations of teaching action in Life Project/Purpose, the neoliberal influence in the emergence of the Life Project/Purpose, the conceptual and pedagogical fragility of the component, the personalization of the conduct of the Life Project/Purpose by teachers, the identification of the development of socio-emotional competencies, the subjective changes in teachers after teaching Life Project/Purpose, the discrepancies of experiences lived in the pandemic, and the need for initial training for Life Project/Purpose teachers considering the subjective dimension in formative processes and recognizing the multiple experiences of teachers, and the understanding that pedagogical actions in Life Project/Purpose can promote the expression of human experience in schooling being a space for authentic dialogues.
id UFMS_31a01e76abbd8ca2a92f09216f4d96b7
oai_identifier_str oai:repositorio.ufms.br:123456789/6402
network_acronym_str UFMS
network_name_str Repositório Institucional da UFMS
repository_id_str 2124
spelling 2023-07-28T15:20:54Z2023-07-28T15:20:54Z2023https://repositorio.ufms.br/handle/123456789/6402This research aims to investigate the subjective configurations related to the teaching of the Life Project/Purpose curricular component, analyzing the historical-cultural context of its implementation, with emphasis on Rede Estadual de Ensino de Mato Grosso do Sul, as well as, the subjective configurations of the Life Project/Purpose teacher by the fields of intelligibility related to the context of action and pedagogical relationship in the component during the last years and in the context of COVID-19. The research is qualitative, used Qualitative Epistemology and Constructive-Interpretative Methodology, with interviews, questionnaires, and written production as instruments, and produced a theoretical model in line of the Theory of Subjectivity, with contextual analysis by Historical-Cultural Theory. It has done with the participation of five Life Project/Purpose teachers from state schools in Campo Grande, Mato Grosso do Sul. Of these, two composed the theoretical production of this study. It consists of an introductory chapter and four theoretical chapters that present an analysis of the historical, legal, and conceptual devices that led to the emergence of the Life Project, the relationship between the Life Project and Education, the theoretical-epistemological-methodological foundations for the study and research of the subjective dimension, the theoretical production carried out with the two teachers, and a chapter with discussions, limits, and perspectives of the research. The research was approved by the Comitê de Ética em Pesquisa em Seres Humanos da Universidade Federal de Mato Grosso do Sul and had as results: understanding of the fields of intelligibility and the subjective configurations of teaching action in Life Project/Purpose, the neoliberal influence in the emergence of the Life Project/Purpose, the conceptual and pedagogical fragility of the component, the personalization of the conduct of the Life Project/Purpose by teachers, the identification of the development of socio-emotional competencies, the subjective changes in teachers after teaching Life Project/Purpose, the discrepancies of experiences lived in the pandemic, and the need for initial training for Life Project/Purpose teachers considering the subjective dimension in formative processes and recognizing the multiple experiences of teachers, and the understanding that pedagogical actions in Life Project/Purpose can promote the expression of human experience in schooling being a space for authentic dialogues.Esta pesquisa tem como objetivo investigar as configurações subjetivas relacionadas à ação docente no componente curricular Projeto de Vida (PV), analisando o contexto histórico-cultural da sua implementação, com ênfase na Rede Estadual de Ensino de Mato Grosso do Sul, como também, das configurações subjetivas do professor de Projeto de Vida pelos campos de inteligibilidade relacionados ao contexto da ação e relação pedagógica no componente durante os últimos anos e no contexto da COVID-19. A pesquisa é qualitativa, e nela se utilizou a Epistemologia Qualitativa e a Metodologia Construtivo-Interpretativa, com entrevistas, questionários e produção escrita como instrumentos. Além disso, produziu-se um modelo teórico à luz da Teoria da Subjetividade, com a análise contextual pela Teoria Histórico-Cultural. A análise foi tecida com a participação de cinco professores de Projeto de Vida de escolas estaduais de Campo Grande, Mato Grosso do Sul. Dois desses professores compuseram a produção teórica deste estudo. A partir disso, esta pesquisa se organiza em um capítulo introdutório e outros quatro capítulos teóricos que apresentam análise dos dispositivos históricos, legais e conceituais que levaram ao surgimento do Projeto de Vida. Além disso, esses capítulos abordam a relação entre o Projeto de Vida e a Educação; os fundamentos teórico-epistemológico-metodológicos para o estudo e pesquisa da dimensão subjetiva; a produção teórica realizada com os dois professores; e os limites e perspectivas da pesquisa. Vale ressaltar que esta pesquisa foi aprovada pelo Comitê de Ética em Pesquisa em Seres Humanos da Universidade Federal de Mato Grosso do Sul e teve como resultados: a compreensão dos campos de inteligibilidade e as configurações subjetivas da ação docente em PV; a influência neoliberal no surgimento do PV; a fragilidade conceitual e pedagógica do componente curricular; a personalização da condução do componente pelos professores; a identificação do desenvolvimento das competências socioemocionais; as mudanças subjetivas nos docentes após lecionarem PV; as discrepâncias de experiências vividas na pandemia; e a necessidade de uma formação inicial para os professores de PV - considerando a dimensão subjetiva nos processos formativos, reconhecendo as múltiplas experiências dos professores e a compreensão de que as ações pedagógicas em PV podem promover a expressão da experiência humana na escolarização sendo um espaço de diálogos autênticos.Fundação Universidade Federal de Mato Grosso do SulUFMSBrasilProjeto de VidaProfessor de Projeto de Vidaeducação integralCovid-19Teoria da SubjetividadeTeoria Histórico-CulturalDimensões Subjetivas da Ação Docente com o Projeto de Vidainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisAlexandra Ayach AnacheDANIEL VENTURA DAMACENOinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMSinstname:Universidade Federal de Mato Grosso do Sul (UFMS)instacron:UFMSORIGINALDAMACENO - Dimensões subjetivas da ação docente com o Projeto de Vida.pdfDAMACENO - Dimensões subjetivas da ação docente com o Projeto de Vida.pdfapplication/pdf1524372https://repositorio.ufms.br/bitstream/123456789/6402/-1/DAMACENO%20-%20Dimens%c3%b5es%20subjetivas%20da%20a%c3%a7%c3%a3o%20docente%20com%20o%20Projeto%20de%20Vida.pdfc627ba10481e88638efee6e0d562abadMD5-1123456789/64022023-07-28 11:20:55.638oai:repositorio.ufms.br:123456789/6402Repositório InstitucionalPUBhttps://repositorio.ufms.br/oai/requestri.prograd@ufms.bropendoar:21242023-07-28T15:20:55Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS)false
dc.title.pt_BR.fl_str_mv Dimensões Subjetivas da Ação Docente com o Projeto de Vida
title Dimensões Subjetivas da Ação Docente com o Projeto de Vida
spellingShingle Dimensões Subjetivas da Ação Docente com o Projeto de Vida
DANIEL VENTURA DAMACENO
Projeto de Vida
Professor de Projeto de Vida
educação integral
Covid-19
Teoria da Subjetividade
Teoria Histórico-Cultural
title_short Dimensões Subjetivas da Ação Docente com o Projeto de Vida
title_full Dimensões Subjetivas da Ação Docente com o Projeto de Vida
title_fullStr Dimensões Subjetivas da Ação Docente com o Projeto de Vida
title_full_unstemmed Dimensões Subjetivas da Ação Docente com o Projeto de Vida
title_sort Dimensões Subjetivas da Ação Docente com o Projeto de Vida
author DANIEL VENTURA DAMACENO
author_facet DANIEL VENTURA DAMACENO
author_role author
dc.contributor.advisor1.fl_str_mv Alexandra Ayach Anache
dc.contributor.author.fl_str_mv DANIEL VENTURA DAMACENO
contributor_str_mv Alexandra Ayach Anache
dc.subject.por.fl_str_mv Projeto de Vida
Professor de Projeto de Vida
educação integral
Covid-19
Teoria da Subjetividade
Teoria Histórico-Cultural
topic Projeto de Vida
Professor de Projeto de Vida
educação integral
Covid-19
Teoria da Subjetividade
Teoria Histórico-Cultural
description This research aims to investigate the subjective configurations related to the teaching of the Life Project/Purpose curricular component, analyzing the historical-cultural context of its implementation, with emphasis on Rede Estadual de Ensino de Mato Grosso do Sul, as well as, the subjective configurations of the Life Project/Purpose teacher by the fields of intelligibility related to the context of action and pedagogical relationship in the component during the last years and in the context of COVID-19. The research is qualitative, used Qualitative Epistemology and Constructive-Interpretative Methodology, with interviews, questionnaires, and written production as instruments, and produced a theoretical model in line of the Theory of Subjectivity, with contextual analysis by Historical-Cultural Theory. It has done with the participation of five Life Project/Purpose teachers from state schools in Campo Grande, Mato Grosso do Sul. Of these, two composed the theoretical production of this study. It consists of an introductory chapter and four theoretical chapters that present an analysis of the historical, legal, and conceptual devices that led to the emergence of the Life Project, the relationship between the Life Project and Education, the theoretical-epistemological-methodological foundations for the study and research of the subjective dimension, the theoretical production carried out with the two teachers, and a chapter with discussions, limits, and perspectives of the research. The research was approved by the Comitê de Ética em Pesquisa em Seres Humanos da Universidade Federal de Mato Grosso do Sul and had as results: understanding of the fields of intelligibility and the subjective configurations of teaching action in Life Project/Purpose, the neoliberal influence in the emergence of the Life Project/Purpose, the conceptual and pedagogical fragility of the component, the personalization of the conduct of the Life Project/Purpose by teachers, the identification of the development of socio-emotional competencies, the subjective changes in teachers after teaching Life Project/Purpose, the discrepancies of experiences lived in the pandemic, and the need for initial training for Life Project/Purpose teachers considering the subjective dimension in formative processes and recognizing the multiple experiences of teachers, and the understanding that pedagogical actions in Life Project/Purpose can promote the expression of human experience in schooling being a space for authentic dialogues.
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-07-28T15:20:54Z
dc.date.available.fl_str_mv 2023-07-28T15:20:54Z
dc.date.issued.fl_str_mv 2023
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/123456789/6402
url https://repositorio.ufms.br/handle/123456789/6402
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.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
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFMS
instname:Universidade Federal de Mato Grosso do Sul (UFMS)
instacron:UFMS
instname_str Universidade Federal de Mato Grosso do Sul (UFMS)
instacron_str UFMS
institution UFMS
reponame_str Repositório Institucional da UFMS
collection Repositório Institucional da UFMS
bitstream.url.fl_str_mv https://repositorio.ufms.br/bitstream/123456789/6402/-1/DAMACENO%20-%20Dimens%c3%b5es%20subjetivas%20da%20a%c3%a7%c3%a3o%20docente%20com%20o%20Projeto%20de%20Vida.pdf
bitstream.checksum.fl_str_mv c627ba10481e88638efee6e0d562abad
bitstream.checksumAlgorithm.fl_str_mv MD5
repository.name.fl_str_mv Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS)
repository.mail.fl_str_mv ri.prograd@ufms.br
_version_ 1801678522554515456