Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica

Detalhes bibliográficos
Autor(a) principal: Oliveira, Sandra Mara Vieira
Data de Publicação: 2021
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: https://ri.ufs.br/jspui/handle/riufs/15617
Resumo: This research discusses the school and formative memories of teachers and students of the final years of Basic Education, anchored in the experience of writing themselves. Its main objective was to analyze the course of education and training of these social subjects, in the direction of allowing the knowledge of oneself, of the other and the reflection on their practices through their narratives. In the field of Education, the relationship between teacher and student presents itself as a challenging theme, and from this perspective, social research has an important role in the study of social relationships built in the classroom space. The biographical method was the option for the epistemological and methodological support of this study and its uniqueness lies in the fact that it allows the researcher better access to the memory records of teachers and students. This research, of a quali-narrative nature, was carried out in the form of a case study, privileging autobiographical narratives as the guiding instrument for data collection with teachers and students from Colégio Modelo Luís Eduardo Magalhães (CMLEM) in Itapetinga – BA. The social subjects of the research were three professors, twenty-four students from the 3rd year of high school and the general director. The data collection period was from October 2018 to November 2019. For the analysis and interpretation, hermeneutics was used as methodology, in the interpretative – comprehensive perspective of Ricoeur (2013). This study provided teachers and students with other perspectives on their formative paths and a survey of possibilities in view of the new paths that are presented. Initially, the research analyzed the interlacing between school education and human education, anchoring on the premise that the human being is complete in the relationship with the other and in this perspective Education must contribute to the humanization. Then talked about social memory and what motivates the human being to remember, and what prevents him from (re) visiting, dealing with the records of this memory through the narrative of himself and the reading of the other. Thus, when thinking of the word as a training tool, the teaching knowledge and the training process were analyzed, as well as the youth knowledge and the schooling process. In the course of writing, the school space, the locus of the materiality of this study, was presented, as well as the collaborating teachers and students. Finally, the threads of the narratives of teachers and students about their school and training experiences were woven. The teachers talked about the contributions and difficulties that school life imposed and when narrating their trajectories, they teach us that the human is made in the walk with the other, in the relationships that bend in the fabric of the encounters and mismatches of life. In the students, the experience of writing and talking about themselves left as a legacy the importance of being heard and also listening, in the midst of so many students silenced in their school trajectories. This research has as main theoretical framework: Abrahão, Arendt, Arroyo, Bolívar, Delory-Momberger, Dominicé, Ferraroti, Finger, Flick, Freire, Gondar, Halbwachs, Ricoeur, Romão, Saviani, Tardiff and Wolton.
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spelling Oliveira, Sandra Mara VieiraLucini, MarizeteRomão, Eliana Sampaio2022-05-04T23:49:46Z2022-05-04T23:49:46Z2021-03-31OLIVEIRA, Sandra Mara Vieira. Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica. 2021. 231 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2021.https://ri.ufs.br/jspui/handle/riufs/15617This research discusses the school and formative memories of teachers and students of the final years of Basic Education, anchored in the experience of writing themselves. Its main objective was to analyze the course of education and training of these social subjects, in the direction of allowing the knowledge of oneself, of the other and the reflection on their practices through their narratives. In the field of Education, the relationship between teacher and student presents itself as a challenging theme, and from this perspective, social research has an important role in the study of social relationships built in the classroom space. The biographical method was the option for the epistemological and methodological support of this study and its uniqueness lies in the fact that it allows the researcher better access to the memory records of teachers and students. This research, of a quali-narrative nature, was carried out in the form of a case study, privileging autobiographical narratives as the guiding instrument for data collection with teachers and students from Colégio Modelo Luís Eduardo Magalhães (CMLEM) in Itapetinga – BA. The social subjects of the research were three professors, twenty-four students from the 3rd year of high school and the general director. The data collection period was from October 2018 to November 2019. For the analysis and interpretation, hermeneutics was used as methodology, in the interpretative – comprehensive perspective of Ricoeur (2013). This study provided teachers and students with other perspectives on their formative paths and a survey of possibilities in view of the new paths that are presented. Initially, the research analyzed the interlacing between school education and human education, anchoring on the premise that the human being is complete in the relationship with the other and in this perspective Education must contribute to the humanization. Then talked about social memory and what motivates the human being to remember, and what prevents him from (re) visiting, dealing with the records of this memory through the narrative of himself and the reading of the other. Thus, when thinking of the word as a training tool, the teaching knowledge and the training process were analyzed, as well as the youth knowledge and the schooling process. In the course of writing, the school space, the locus of the materiality of this study, was presented, as well as the collaborating teachers and students. Finally, the threads of the narratives of teachers and students about their school and training experiences were woven. The teachers talked about the contributions and difficulties that school life imposed and when narrating their trajectories, they teach us that the human is made in the walk with the other, in the relationships that bend in the fabric of the encounters and mismatches of life. In the students, the experience of writing and talking about themselves left as a legacy the importance of being heard and also listening, in the midst of so many students silenced in their school trajectories. This research has as main theoretical framework: Abrahão, Arendt, Arroyo, Bolívar, Delory-Momberger, Dominicé, Ferraroti, Finger, Flick, Freire, Gondar, Halbwachs, Ricoeur, Romão, Saviani, Tardiff and Wolton.A presente pesquisa discorre sobre as memórias escolares e formativas de professores(as) e alunos(as) dos anos finais da Educação Básica, ancorada na experiência da escrita de si. Seu principal objetivo foi analisar o percurso de escolarização e formação desses sujeitos sociais, na direção de permitir, o conhecimento de si, do outro e a reflexão sobre suas práticas por meio de suas narrativas. No campo da Educação, a relação professor(a) e aluno(a) se apresenta como um tema desafiador, e sob esta ótica a pesquisa social tem um relevante papel no estudo das relações sociais construídas no espaço da sala de aula. O método biográfico foi a opção para o suporte epistemológico e metodológico deste estudo e sua singularidade reside no fato de permitir ao pesquisador um melhor acesso aos registros da memória dos professores(as) e alunos(as). Esta pesquisa, de natureza quali-narrativa, foi realizada na modalidade de um estudo de caso, privilegiando narrativas autobiográficas como o instrumento norteador da coleta de dados com docentes e discentes do Colégio Modelo Luís Eduardo Magalhães (CMLEM) em Itapetinga – BA. Os sujeitos sociais da pesquisa foram três professores(as), vinte e quatro alunos(as) do 3º ano do Ensino Médio e a diretora geral. O período de recolhimento dos dados foi de outubro de 2018 a novembro de 2019. Para a análise e interpretação foi utilizada como metodologia a hermenêutica, na perspectiva interpretativo–compreensiva de Ricoeur (2013). Esse estudo facultou aos professores(as) e alunos(as) outros olhares para os seus percursos formativos e um levantar de possibilidades diante dos novos caminhos que se apresentam. Inicialmente a pesquisa analisou os entrelaçamentos entre a formação escolar e a formação humana, se ancorando na premissa de que o ser humano se completa na relação com o outro e nesta perspectiva a Educação deve contribuir para a humanização. Na sequência discorreu sobre a memória social e o que motiva o ser humano a rememorar, e o que lhe impede de (re)visitar, tratando dos registros desta memória por meio da narrativa de si e da leitura do outro. Assim, ao pensar a palavra como instrumento de formação, analisou-se os saberes docentes e o processo de formação, bem como os saberes da juventude e o processo de escolarização. No percurso da escrita foi apresentado o espaço escolar, lócus da materialidade deste estudo, bem como os docentes e discentes colaboradores. Por último foram tecidos os fios das narrativas dos professores(as) e alunos(as) a respeito das suas experiências escolares e formativas. Os docentes discorreram sobre as contribuições e dificuldades que a vida escolar impôs e ao narrarem suas trajetórias nos ensinam que o humano se faz na caminhada com o outro, nos relacionamentos que se enovelam na tessitura dos encontros e desencontros da vida. Nos alunos(as), a experiência de escrever e falar sobre si deixou como legado a importância de ser ouvido e também escutar, em meio a tantos discentes silenciados em suas trajetórias escolares. Esta pesquisa tem como marco teórico principal: Abrahão, Arendt, Arroyo, Bolívar, Delory-Momberger, Dominicé, Ferraroti, Finger, Flick, Freire, Gondar, Halbwachs, Ricoeur, Romão, Saviani, Tardiff e Wolton.São CristóvãoporEducação básicaHistória da educaçãoEducaçãoMétodos biográficosItapetinga(BA)HumanizaçãoMemória socialProfessoresAlunoEducationHumanizationSocial memorySchoolTeacherStudentCIENCIAS HUMANAS::EDUCACAOMemórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15617/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALSANDRA_MARA_VIEIRA_OLIVEIRA.pdfSANDRA_MARA_VIEIRA_OLIVEIRA.pdfapplication/pdf2171101https://ri.ufs.br/jspui/bitstream/riufs/15617/2/SANDRA_MARA_VIEIRA_OLIVEIRA.pdf73fa9741f9d5d20abfa5d847157f64deMD52TEXTSANDRA_MARA_VIEIRA_OLIVEIRA.pdf.txtSANDRA_MARA_VIEIRA_OLIVEIRA.pdf.txtExtracted texttext/plain621408https://ri.ufs.br/jspui/bitstream/riufs/15617/3/SANDRA_MARA_VIEIRA_OLIVEIRA.pdf.txt59907416534079baa1bcadc36e2e636bMD53THUMBNAILSANDRA_MARA_VIEIRA_OLIVEIRA.pdf.jpgSANDRA_MARA_VIEIRA_OLIVEIRA.pdf.jpgGenerated Thumbnailimage/jpeg1283https://ri.ufs.br/jspui/bitstream/riufs/15617/4/SANDRA_MARA_VIEIRA_OLIVEIRA.pdf.jpge86f68532577cf1805696520c66e0d23MD54riufs/156172022-05-04 20:49:47.025oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-05-04T23:49:47Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.pt_BR.fl_str_mv Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica
title Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica
spellingShingle Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica
Oliveira, Sandra Mara Vieira
Educação básica
História da educação
Educação
Métodos biográficos
Itapetinga(BA)
Humanização
Memória social
Professores
Aluno
Education
Humanization
Social memory
School
Teacher
Student
CIENCIAS HUMANAS::EDUCACAO
title_short Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica
title_full Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica
title_fullStr Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica
title_full_unstemmed Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica
title_sort Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica
author Oliveira, Sandra Mara Vieira
author_facet Oliveira, Sandra Mara Vieira
author_role author
dc.contributor.author.fl_str_mv Oliveira, Sandra Mara Vieira
dc.contributor.advisor1.fl_str_mv Lucini, Marizete
dc.contributor.advisor-co1.fl_str_mv Romão, Eliana Sampaio
contributor_str_mv Lucini, Marizete
Romão, Eliana Sampaio
dc.subject.por.fl_str_mv Educação básica
História da educação
Educação
Métodos biográficos
Itapetinga(BA)
Humanização
Memória social
Professores
Aluno
topic Educação básica
História da educação
Educação
Métodos biográficos
Itapetinga(BA)
Humanização
Memória social
Professores
Aluno
Education
Humanization
Social memory
School
Teacher
Student
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Education
Humanization
Social memory
School
Teacher
Student
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This research discusses the school and formative memories of teachers and students of the final years of Basic Education, anchored in the experience of writing themselves. Its main objective was to analyze the course of education and training of these social subjects, in the direction of allowing the knowledge of oneself, of the other and the reflection on their practices through their narratives. In the field of Education, the relationship between teacher and student presents itself as a challenging theme, and from this perspective, social research has an important role in the study of social relationships built in the classroom space. The biographical method was the option for the epistemological and methodological support of this study and its uniqueness lies in the fact that it allows the researcher better access to the memory records of teachers and students. This research, of a quali-narrative nature, was carried out in the form of a case study, privileging autobiographical narratives as the guiding instrument for data collection with teachers and students from Colégio Modelo Luís Eduardo Magalhães (CMLEM) in Itapetinga – BA. The social subjects of the research were three professors, twenty-four students from the 3rd year of high school and the general director. The data collection period was from October 2018 to November 2019. For the analysis and interpretation, hermeneutics was used as methodology, in the interpretative – comprehensive perspective of Ricoeur (2013). This study provided teachers and students with other perspectives on their formative paths and a survey of possibilities in view of the new paths that are presented. Initially, the research analyzed the interlacing between school education and human education, anchoring on the premise that the human being is complete in the relationship with the other and in this perspective Education must contribute to the humanization. Then talked about social memory and what motivates the human being to remember, and what prevents him from (re) visiting, dealing with the records of this memory through the narrative of himself and the reading of the other. Thus, when thinking of the word as a training tool, the teaching knowledge and the training process were analyzed, as well as the youth knowledge and the schooling process. In the course of writing, the school space, the locus of the materiality of this study, was presented, as well as the collaborating teachers and students. Finally, the threads of the narratives of teachers and students about their school and training experiences were woven. The teachers talked about the contributions and difficulties that school life imposed and when narrating their trajectories, they teach us that the human is made in the walk with the other, in the relationships that bend in the fabric of the encounters and mismatches of life. In the students, the experience of writing and talking about themselves left as a legacy the importance of being heard and also listening, in the midst of so many students silenced in their school trajectories. This research has as main theoretical framework: Abrahão, Arendt, Arroyo, Bolívar, Delory-Momberger, Dominicé, Ferraroti, Finger, Flick, Freire, Gondar, Halbwachs, Ricoeur, Romão, Saviani, Tardiff and Wolton.
publishDate 2021
dc.date.issued.fl_str_mv 2021-03-31
dc.date.accessioned.fl_str_mv 2022-05-04T23:49:46Z
dc.date.available.fl_str_mv 2022-05-04T23:49:46Z
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dc.identifier.citation.fl_str_mv OLIVEIRA, Sandra Mara Vieira. Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica. 2021. 231 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2021.
dc.identifier.uri.fl_str_mv https://ri.ufs.br/jspui/handle/riufs/15617
identifier_str_mv OLIVEIRA, Sandra Mara Vieira. Memórias e narrativas : o percurso de escolarização e formação de professores(as) e alunos(as) dos anos finais da educação básica. 2021. 231 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2021.
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