CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMY

Detalhes bibliográficos
Autor(a) principal: Oliveira, Edmila Silva de
Data de Publicação: 2023
Outros Autores: Silva Junior, Germinio José da, Barreto, Denise Aparecida Brito
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Exitus
Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2395
Resumo: The article presents the conceptions of undergraduate students in Pedagogy and Letters about the "good teacher" and proposes interlocutions with the Freirean ideals present in the work Pedagogy of Autonomy: knowledge necessary for educational practice. The objective is to understand how these conceptions dialogue with the proposals presented by Freire (1996). The methodological path was characterized by a qualitative approach, and the data presented were obtained using the Google Forms tool. Twenty students from a public university in Bahia participated in the research. Data analysis allowed the highlighting of five categories: a) human teacher b) teacher who knows how to teach the content c) understanding teacher / who understands the difficulties of students d) teacher who teaches and learns e) teacher who loves what he does. The results showed that although the participants characterized the "good teacher" as a professional who values dialogue, respect, and good relationships, it must be considered that this characterization is not finished, due to the complexity of what "being a teacher" represents.
id UFOPA-1_8ea4d3d3c5c67391cac1ea3f81b45c63
oai_identifier_str oai:ojs.pkp.sfu.ca:article/2395
network_acronym_str UFOPA-1
network_name_str Revista Exitus
repository_id_str
spelling CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMYCONCEPCIONES DE LAS PRÁCTICAS DOCENTES EN LAS INTERLOCUCIONES CON LA PEDAGOGÍA DE LA AUTONOMÍACONCEPÇÕES DE PRÁTICAS DOCENTES NAS INTERLOCUÇÕES COM A PEDAGOGIA DA AUTONOMIAGood teacherPedagogy of AutonomyTeaching practiceBeing a teacherBuen maestroPedagogía de la AutonomíaPráctica docenteSer un maestroAbordagem pedagógica freireanaPercepções de bom professorExercício profissional docenteThe article presents the conceptions of undergraduate students in Pedagogy and Letters about the "good teacher" and proposes interlocutions with the Freirean ideals present in the work Pedagogy of Autonomy: knowledge necessary for educational practice. The objective is to understand how these conceptions dialogue with the proposals presented by Freire (1996). The methodological path was characterized by a qualitative approach, and the data presented were obtained using the Google Forms tool. Twenty students from a public university in Bahia participated in the research. Data analysis allowed the highlighting of five categories: a) human teacher b) teacher who knows how to teach the content c) understanding teacher / who understands the difficulties of students d) teacher who teaches and learns e) teacher who loves what he does. The results showed that although the participants characterized the "good teacher" as a professional who values dialogue, respect, and good relationships, it must be considered that this characterization is not finished, due to the complexity of what "being a teacher" represents.El artículo presenta las concepciones de los estudiantes de pregrado en Pedagogía y Letras sobre el "buen maestro" y propone interlocuciones con los ideales freireanos presentes en la obra Pedagogía de la autonomía: conocimientos necesarios para la práctica educativa. El objetivo es comprender cómo estas concepciones dialogan con las propuestas presentadas por Freire (1996). La ruta metodológica se caracterizó por un enfoque cualitativo, y los datos presentados se obtuvieron mediante el uso de la herramienta Google Forms. Veinte estudiantes de una universidad pública de Bahía participaron en la investigación. El análisis de los datos permitió destacar cinco categorías: a) profesor humano b) profesor que sabe enseñar el contenido c) profesor comprensivo / que entiende las dificultades de los alumnos d) profesor que enseña y aprende e) profesor que ama lo que hace. Los resultados mostraron que aunque los participantes caracterizaron al "buen maestro" como un profesional que valora el diálogo, el respeto y las buenas relaciones, debe considerarse que esta caracterización no está terminada, debido a la complejidad de lo que representa "ser maestro".O artigo apresenta as concepções de licenciandos em pedagogia e em letras sobre o “bom professor” e propõe interlocuções com os ideais freireanos presentes na obra Pedagogia da Autonomia: saberes necessários à prática educativa. O objetivo foi compreender como essas concepções dialogam com as propostas apresentadas por Freire (1996). O percurso metodológico se caracterizou por uma abordagem qualitativa, cujos dados foram obtidos por meio da utilização da ferramenta Google Forms. Vinte estudantes de uma universidade pública da Bahia participaram da pesquisa. A análise dos dados possibilitou o destaque de cinco categorias: a) professor humano; b) professor que sabe ensinar o conteúdo; c) professor compreensivo/ que entende as dificuldades dos/das estudantes; d) professor que ensina e aprende; e) professor que ama o que faz. Os resultados apontaram que embora os participantes tenham caracterizado o “bom professor” como um profissional que valorize o diálogo, o respeito e as boas relações, há que se considerar que esta caracterização não se configura como acabada, devido à complexidade do que o “ser professor” representa.Universidade Federal do Oeste do Pará/UFOPA2023-09-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/239510.24065/re.v13i1.2395Revista Exitus; v. 13 (2023); e0230552237-9460reponame:Revista Exitusinstname:Universidade Federal do Oeste do Pará (UFOPA)instacron:UFOPAporhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2395/1448Copyright (c) 2023 Edmila Silva de Oliveira, Germinio José da Silva Junior, Denise Aparecida Brito Barretohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Edmila Silva de Silva Junior, Germinio José daBarreto, Denise Aparecida Brito2023-07-07T18:44:49Zoai:ojs.pkp.sfu.ca:article/2395Revistahttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/indexPUBhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/oai||revistaicedufopa@gmail.com2237-94602236-2983opendoar:2024-01-24T12:48:35.178720Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)false
dc.title.none.fl_str_mv CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMY
CONCEPCIONES DE LAS PRÁCTICAS DOCENTES EN LAS INTERLOCUCIONES CON LA PEDAGOGÍA DE LA AUTONOMÍA
CONCEPÇÕES DE PRÁTICAS DOCENTES NAS INTERLOCUÇÕES COM A PEDAGOGIA DA AUTONOMIA
title CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMY
spellingShingle CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMY
Oliveira, Edmila Silva de
Good teacher
Pedagogy of Autonomy
Teaching practice
Being a teacher
Buen maestro
Pedagogía de la Autonomía
Práctica docente
Ser un maestro
Abordagem pedagógica freireana
Percepções de bom professor
Exercício profissional docente
title_short CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMY
title_full CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMY
title_fullStr CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMY
title_full_unstemmed CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMY
title_sort CONCEPTIONS OF TEACHING PRACTICES IN THE INTERLOCUTIONS WITH THE PEDAGOGY OF AUTONOMY
author Oliveira, Edmila Silva de
author_facet Oliveira, Edmila Silva de
Silva Junior, Germinio José da
Barreto, Denise Aparecida Brito
author_role author
author2 Silva Junior, Germinio José da
Barreto, Denise Aparecida Brito
author2_role author
author
dc.contributor.author.fl_str_mv Oliveira, Edmila Silva de
Silva Junior, Germinio José da
Barreto, Denise Aparecida Brito
dc.subject.por.fl_str_mv Good teacher
Pedagogy of Autonomy
Teaching practice
Being a teacher
Buen maestro
Pedagogía de la Autonomía
Práctica docente
Ser un maestro
Abordagem pedagógica freireana
Percepções de bom professor
Exercício profissional docente
topic Good teacher
Pedagogy of Autonomy
Teaching practice
Being a teacher
Buen maestro
Pedagogía de la Autonomía
Práctica docente
Ser un maestro
Abordagem pedagógica freireana
Percepções de bom professor
Exercício profissional docente
description The article presents the conceptions of undergraduate students in Pedagogy and Letters about the "good teacher" and proposes interlocutions with the Freirean ideals present in the work Pedagogy of Autonomy: knowledge necessary for educational practice. The objective is to understand how these conceptions dialogue with the proposals presented by Freire (1996). The methodological path was characterized by a qualitative approach, and the data presented were obtained using the Google Forms tool. Twenty students from a public university in Bahia participated in the research. Data analysis allowed the highlighting of five categories: a) human teacher b) teacher who knows how to teach the content c) understanding teacher / who understands the difficulties of students d) teacher who teaches and learns e) teacher who loves what he does. The results showed that although the participants characterized the "good teacher" as a professional who values dialogue, respect, and good relationships, it must be considered that this characterization is not finished, due to the complexity of what "being a teacher" represents.
publishDate 2023
dc.date.none.fl_str_mv 2023-09-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2395
10.24065/re.v13i1.2395
url https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2395
identifier_str_mv 10.24065/re.v13i1.2395
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2395/1448
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Oeste do Pará/UFOPA
publisher.none.fl_str_mv Universidade Federal do Oeste do Pará/UFOPA
dc.source.none.fl_str_mv Revista Exitus; v. 13 (2023); e023055
2237-9460
reponame:Revista Exitus
instname:Universidade Federal do Oeste do Pará (UFOPA)
instacron:UFOPA
instname_str Universidade Federal do Oeste do Pará (UFOPA)
instacron_str UFOPA
institution UFOPA
reponame_str Revista Exitus
collection Revista Exitus
repository.name.fl_str_mv Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)
repository.mail.fl_str_mv ||revistaicedufopa@gmail.com
_version_ 1799711040288587776

Registros relacionados