Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformação
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3599 |
Resumo: | This research is attached to the PPGEdu/UFMT/OBEDUC continuing education entitled “Egress of Graduation in Pedagogy and the challenges of practice on the Narrative: The University and the school in an interdisciplinary process of insertion of the beginning teacher on a teaching career”. Such information is offered fortnightly in an itinerant way among the university and six participating schools, starting from a journal indicated by the teachers about what subjects afflict them in the beginning of the teaching career and the need for support and monitoring of a project by the continuing education. The purpose was to follow, to analyze and to comprehend the individualities represented on the narrative writing of the reflective field journals of 4 teachers in continuing formation on the project PPGEdu/UFMT/OBEDUC analyzing how the learning will be interpreted and reassigned by them, and the possible contribution to their professional development. An autobiographical method and the quantitative approach were used and therefore instruments and proceedings of data collect with narratives were connected on the research, such as the reflective field journal and the dialogue narrative interview. The inquiries that helped to move the research were: What do the beginner teachers reveal about the continuing education shared on PPGEdu/UFMT/OBEDUC project? How both formation and the reflexive project starting from the writing and the dialogue on the rereading of the narratives on the reflective field journal contribute to the professional development? Authors were used as a reference to answer those questions, which discuss the beginner teacher, their challenges and difficulties when in the beginning of the career, autobiographical narratives which discuss about the use of reflective field journals in formation use in formative processes. The results indicated on the narratives, that the continuing formation collaborates significantly so as the teachers improve their theoretical and practical knowledge, and the record on the reflective field journals are instruments that they use as a support to their reflections related to the difficulty of the teacher practice in the beginning of the career. |
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Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformaçãoProfessor inicianteNarrativa (auto)biográficaDiário de campo reflexivoFormação continuadaOBEDUCCNPQ::CIENCIAS HUMANAS::EDUCACAOBeginning teacherAutobiographical narrativeReflective field journalContinuing formationOBEDUCThis research is attached to the PPGEdu/UFMT/OBEDUC continuing education entitled “Egress of Graduation in Pedagogy and the challenges of practice on the Narrative: The University and the school in an interdisciplinary process of insertion of the beginning teacher on a teaching career”. Such information is offered fortnightly in an itinerant way among the university and six participating schools, starting from a journal indicated by the teachers about what subjects afflict them in the beginning of the teaching career and the need for support and monitoring of a project by the continuing education. The purpose was to follow, to analyze and to comprehend the individualities represented on the narrative writing of the reflective field journals of 4 teachers in continuing formation on the project PPGEdu/UFMT/OBEDUC analyzing how the learning will be interpreted and reassigned by them, and the possible contribution to their professional development. An autobiographical method and the quantitative approach were used and therefore instruments and proceedings of data collect with narratives were connected on the research, such as the reflective field journal and the dialogue narrative interview. The inquiries that helped to move the research were: What do the beginner teachers reveal about the continuing education shared on PPGEdu/UFMT/OBEDUC project? How both formation and the reflexive project starting from the writing and the dialogue on the rereading of the narratives on the reflective field journal contribute to the professional development? Authors were used as a reference to answer those questions, which discuss the beginner teacher, their challenges and difficulties when in the beginning of the career, autobiographical narratives which discuss about the use of reflective field journals in formation use in formative processes. The results indicated on the narratives, that the continuing formation collaborates significantly so as the teachers improve their theoretical and practical knowledge, and the record on the reflective field journals are instruments that they use as a support to their reflections related to the difficulty of the teacher practice in the beginning of the career.Esta pesquisa é vinculada ao projeto de formação continuada PPGEdu/UFMT/OBEDUC, intitulado “Egressos da Licenciatura em Pedagogia e os Desafios da Prática em Narrativas: a Universidade e a Escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente”. Tal formação é oferecida quinzenalmente de forma itinerante entre a universidade e seis escolas participantes, a partir de uma agenda indicada pelos professores sobre que temas os afligem no início na prática docente e a necessidade de apoio e acompanhamento de um projeto por meio de formação continuada. O objetivo foi acompanhar, analisar, e compreender as individualidades representadas nas escritas narrativas dos diários de campo reflexivos de quatro professoras em formação continuada no projeto PPGEdu/UFMT/OBEDUC, analisando como as aprendizagens vão sendo por elas interpretadas, ressignificadas, e as possíveis contribuições para o seu desenvolvimento profissional. Adotou-se o método (auto)biográfico e a abordagem qualitativa, e para tanto associou-se na pesquisa, instrumentos e procedimentos de coleta de dados com narrativas, como o diário de campo reflexivo e a entrevista narrativa dialogada. As indagações que movimentaram a pesquisa foram: O que revelam as narrativas das professoras iniciantes sobre a formação continuada partilhada no Projeto do PPGEdu/UFMT/OBEDUC? De que forma tanto a formação quanto o processo reflexivo a partir da escrita e o diálogo na releitura das narrativas nos diários de campo reflexivos contribuem para seu desenvolvimento profissional? Para responder estas questões, utilizou-se como referencial autores que discutem sobre o professor iniciante, seus desafios e dificuldades em início de carreira, narrativas (auto)biográficas e os que discutem sobre o uso do diário de campo reflexivo em processos formativos. Os resultados apontaram nas narrativas que a formação continuada colaborou significativamente para as professoras aprimorarem seus conhecimentos teóricos e práticos e que os registros nos diários de campo reflexivos são instrumentos que as mesmas revisitam e servem como apoio para suas reflexões referentes às dificuldades da prática docente em início de carreira.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisRocha, Simone Albuquerque dahttp://lattes.cnpq.br/6364731326374137Rocha, Simone Albuquerque da138.091.800-68http://lattes.cnpq.br/6364731326374137Rodrigues, Eglen Silvia Pipi535.132.151-34http://lattes.cnpq.br/3996413567500385138.091.800-68Martins, Rosana Maria487.111.101-63http://lattes.cnpq.br/0099631864718875Calil, Ana Maria Gimenes Corrêa098.683.768-74http://lattes.cnpq.br/4815046589018403Lorenzzon, Márcia Roza2022-11-17T14:26:38Z2017-05-042022-11-17T14:26:38Z2017-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLORENZZON, Márcia Roza. Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes: possibilidades de autoformação. 2017. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017.http://ri.ufmt.br/handle/1/3599porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-11-22T06:01:20Zoai:localhost:1/3599Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2022-11-22T06:01:20Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformação |
title |
Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformação |
spellingShingle |
Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformação Lorenzzon, Márcia Roza Professor iniciante Narrativa (auto)biográfica Diário de campo reflexivo Formação continuada OBEDUC CNPQ::CIENCIAS HUMANAS::EDUCACAO Beginning teacher Autobiographical narrative Reflective field journal Continuing formation OBEDUC |
title_short |
Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformação |
title_full |
Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformação |
title_fullStr |
Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformação |
title_full_unstemmed |
Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformação |
title_sort |
Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes : possibilidades de autoformação |
author |
Lorenzzon, Márcia Roza |
author_facet |
Lorenzzon, Márcia Roza |
author_role |
author |
dc.contributor.none.fl_str_mv |
Rocha, Simone Albuquerque da http://lattes.cnpq.br/6364731326374137 Rocha, Simone Albuquerque da 138.091.800-68 http://lattes.cnpq.br/6364731326374137 Rodrigues, Eglen Silvia Pipi 535.132.151-34 http://lattes.cnpq.br/3996413567500385 138.091.800-68 Martins, Rosana Maria 487.111.101-63 http://lattes.cnpq.br/0099631864718875 Calil, Ana Maria Gimenes Corrêa 098.683.768-74 http://lattes.cnpq.br/4815046589018403 |
dc.contributor.author.fl_str_mv |
Lorenzzon, Márcia Roza |
dc.subject.por.fl_str_mv |
Professor iniciante Narrativa (auto)biográfica Diário de campo reflexivo Formação continuada OBEDUC CNPQ::CIENCIAS HUMANAS::EDUCACAO Beginning teacher Autobiographical narrative Reflective field journal Continuing formation OBEDUC |
topic |
Professor iniciante Narrativa (auto)biográfica Diário de campo reflexivo Formação continuada OBEDUC CNPQ::CIENCIAS HUMANAS::EDUCACAO Beginning teacher Autobiographical narrative Reflective field journal Continuing formation OBEDUC |
description |
This research is attached to the PPGEdu/UFMT/OBEDUC continuing education entitled “Egress of Graduation in Pedagogy and the challenges of practice on the Narrative: The University and the school in an interdisciplinary process of insertion of the beginning teacher on a teaching career”. Such information is offered fortnightly in an itinerant way among the university and six participating schools, starting from a journal indicated by the teachers about what subjects afflict them in the beginning of the teaching career and the need for support and monitoring of a project by the continuing education. The purpose was to follow, to analyze and to comprehend the individualities represented on the narrative writing of the reflective field journals of 4 teachers in continuing formation on the project PPGEdu/UFMT/OBEDUC analyzing how the learning will be interpreted and reassigned by them, and the possible contribution to their professional development. An autobiographical method and the quantitative approach were used and therefore instruments and proceedings of data collect with narratives were connected on the research, such as the reflective field journal and the dialogue narrative interview. The inquiries that helped to move the research were: What do the beginner teachers reveal about the continuing education shared on PPGEdu/UFMT/OBEDUC project? How both formation and the reflexive project starting from the writing and the dialogue on the rereading of the narratives on the reflective field journal contribute to the professional development? Authors were used as a reference to answer those questions, which discuss the beginner teacher, their challenges and difficulties when in the beginning of the career, autobiographical narratives which discuss about the use of reflective field journals in formation use in formative processes. The results indicated on the narratives, that the continuing formation collaborates significantly so as the teachers improve their theoretical and practical knowledge, and the record on the reflective field journals are instruments that they use as a support to their reflections related to the difficulty of the teacher practice in the beginning of the career. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-04 2017-03-31 2022-11-17T14:26:38Z 2022-11-17T14:26:38Z |
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 |
LORENZZON, Márcia Roza. Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes: possibilidades de autoformação. 2017. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017. http://ri.ufmt.br/handle/1/3599 |
identifier_str_mv |
LORENZZON, Márcia Roza. Narrativas dialogadas nos diários de campo reflexivos de professoras iniciantes: possibilidades de autoformação. 2017. 134 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017. |
url |
http://ri.ufmt.br/handle/1/3599 |
dc.language.iso.fl_str_mv |
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 |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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