Quem forma o professor para a escola do campo? : as trajetórias da formação e constituição da identidade docente de licenciandas em memoriais de formação

• Autor(a) principal: Correia, Rosemeire Aparecida Cardoso
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/1422
• topic: Educação do campo; Identidade docente; Memoriais de formação; Licenciatura em pedagogia; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Rural education; Teacher identity; Memorials training; Pedagogy

This research is linked to the Graduate Program in Education of the Federal University of Mato Grosso - Rondonópolis-PPGEDU Campus / UFMT / CUR, and presented as investigate the narratives expressed in memorials training of undergraduates from the field, if knowledge provided by the School of Education allowed them the formation of teacher identity as a teacher to work in schools located in the countryside. The development of teacher education is constantly questioned due to the new requirements demanded by today's society by providing, thus enabling higher education institutions, the increase of training projects which will provide future students acquire solid theoretical knowledge to enable them to perform with competence, his teaching profession in this new scenario that is projected. To this end, the survey indicated mobilizing questions, namely: What about the licensees reveal his life story and educational training in their memorials? As these experiences are manifested in teacher training? What perceptions and expectations about teaching undergraduates described in these memorials? What to tell about the formation of teacher professional identity throughout the School of Education? How do they perceive the possibility of training focused on the school field, a course devoid of specific curriculum for this purpose? The answers to these questions, I searched for references that deal on Rural Education and also about the formation of teacher identity in undergraduate program, specifically, of Pedagogy. The investigative locus was in a classroom at the School of Education, Federal University of Mato Grosso, University Campus of Rondonópolis, MT. The subjects are four undergraduates, whose selection criteria was to live in the country and / or have studied in school field at some point in their school life. The research was conducted on a qualitative approach, and the method adopted was the (auto) biographical and memorial training were the main tools for collecting and analyzing data. The survey results demonstrate the importance of social movements in the training of undergraduates, in addition to the experiences they had in the field environment, which, coupled with training at undergraduate level, are to constitute enabling educators to work in this space. The undergraduates also describe the School of Education allows teachers to build an identity, but not to act on the school field, in the absence of disciplines to address the issue because, for them, the field has culture, movement, presents peculiar feature, is a living environment and political education, factors not addressed in that degree. Out, so that the school teacher active in the field must face many challenges in developing its role and therefore this should enable him sound theoretical base in order to allow you to work with that reality very different from the urban area, requiring Thus, another training to work in this scenario.