Formação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RS
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/25900 |
Resumo: | This research was developed in the line of Policies and Management of Basic Education, of the Professional Master's Degree which is part of the Post-Graduate Program in Public Policies and Educational Management, from the Federal University of Santa Maria (UFSM). The study was guided by the following problem: How can training in context contribute to the [re] -significance of the Pedagogical Proposal of EMEI SONHO MEU, from a reflexive-dialogic process? The general objective was to build a dialogical training process in the context of [re] - signifying the Pedagogical Proposal of EMEI Sonho Meu. The following specific objectives were defined: to analyze Public Policies at the macro and micro level that guide the construction of the Pedagogical Proposal for Early Childhood Education; understand the role of the educator in the [re] -signification of the Pedagogical Proposal; dialogue about educational praxis in the context of EMEI Sonho Meu. The methodological processes were based on a qualitative approach (MINAYO, 2009: FLICK, 2009), of the Research Training type (JOSSO, 2004, 2007, 2010). Thus, for the mediation of the dialogic process, the Investigative-Formative Dialogic Circles (HENZ, 2015) were used and the analysis of this dialogicity was based on the understanding and interpretation based on hermeneutics (GADAMER, 1999: HERMANN, 2002). Furthermore, the theoretical framework is organized based on legal frameworks and authors such as (KULHMANN, 1998), (KRAMER, 1997), (OLIVEIRA, 2012, 2002), (NÓVOA, 1995, 2013), (IMBÉRNON, 2009), (PADILHA, 2017), (VEIGA, 2013), (FREIRE, 2019) and (OLIVEIRA-FORMOSINHO, 2002, 2016). Training in the context of educators aims at professional development, mainly in the dialogue with peers related to everyday experiences, reflecting their practice in a movement of construction, deconstruction and reconstruction of new knowledge. In this area, the proposal of dialogical training in the context of the school was of paramount importance for the educators' awareness and self (trans) training, since, when they problematize, dialogue and reflect on their practice, they were protagonists of their training, giving meaning to the formative processes and, as a consequence, perceived themselves as agents of transformation and [re] signification of the Pedagogical Proposal of EMEI Sonho Meu. In this sense, it is worth noting that the product of this study is the Proposal for dialogical training in context at EMEI Sonho Meu, which provided an opportunity for reflecting on educational praxis to [re] signify the School's Pedagogical Proposal and the self (trans) formative processes with teachers, monitors, managers and employees. |
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2022-08-16T17:48:32Z2022-08-16T17:48:32Z2020-11-24http://repositorio.ufsm.br/handle/1/25900This research was developed in the line of Policies and Management of Basic Education, of the Professional Master's Degree which is part of the Post-Graduate Program in Public Policies and Educational Management, from the Federal University of Santa Maria (UFSM). The study was guided by the following problem: How can training in context contribute to the [re] -significance of the Pedagogical Proposal of EMEI SONHO MEU, from a reflexive-dialogic process? The general objective was to build a dialogical training process in the context of [re] - signifying the Pedagogical Proposal of EMEI Sonho Meu. The following specific objectives were defined: to analyze Public Policies at the macro and micro level that guide the construction of the Pedagogical Proposal for Early Childhood Education; understand the role of the educator in the [re] -signification of the Pedagogical Proposal; dialogue about educational praxis in the context of EMEI Sonho Meu. The methodological processes were based on a qualitative approach (MINAYO, 2009: FLICK, 2009), of the Research Training type (JOSSO, 2004, 2007, 2010). Thus, for the mediation of the dialogic process, the Investigative-Formative Dialogic Circles (HENZ, 2015) were used and the analysis of this dialogicity was based on the understanding and interpretation based on hermeneutics (GADAMER, 1999: HERMANN, 2002). Furthermore, the theoretical framework is organized based on legal frameworks and authors such as (KULHMANN, 1998), (KRAMER, 1997), (OLIVEIRA, 2012, 2002), (NÓVOA, 1995, 2013), (IMBÉRNON, 2009), (PADILHA, 2017), (VEIGA, 2013), (FREIRE, 2019) and (OLIVEIRA-FORMOSINHO, 2002, 2016). Training in the context of educators aims at professional development, mainly in the dialogue with peers related to everyday experiences, reflecting their practice in a movement of construction, deconstruction and reconstruction of new knowledge. In this area, the proposal of dialogical training in the context of the school was of paramount importance for the educators' awareness and self (trans) training, since, when they problematize, dialogue and reflect on their practice, they were protagonists of their training, giving meaning to the formative processes and, as a consequence, perceived themselves as agents of transformation and [re] signification of the Pedagogical Proposal of EMEI Sonho Meu. In this sense, it is worth noting that the product of this study is the Proposal for dialogical training in context at EMEI Sonho Meu, which provided an opportunity for reflecting on educational praxis to [re] signify the School's Pedagogical Proposal and the self (trans) formative processes with teachers, monitors, managers and employees.Esta pesquisa foi desenvolvida na linha de Políticas e Gestão da Educação Básica, do Mestrado Profissional que faz parte do Programa de Pós-graduação em Políticas Públicas e Gestão Educacional, da Universidade Federal de Santa Maria (UFSM). O estudo norteou-se pela seguinte problemática: Como a formação em contexto pode contribuir para o [re]-significar da Proposta Pedagógica da EMEI SONHO MEU, a partir de um processo reflexivo-dialógico? O objetivo geral foi pautado em construir um processo dialógico de formação em contexto no sentido de [re]-significar a Proposta Pedagógica da EMEI Sonho Meu. Como objetivos específicos definiram-se: analisar as Políticas Públicas em nível macro e micro que norteiam a construção da Proposta Pedagógica para a Educação Infantil; compreender o papel do educador na [re]-significação da Proposta Pedagógica; dialogar sobre a práxis educativa no contexto da EMEI Sonho Meu. Os processos metodológicos foram fundamentados numa abordagem qualitativa (MINAYO, 2009: FLICK, 2009), do tipo Pesquisa Formação (JOSSO, 2004, 2007,2010). Para o processo dialógico utilizou-se os Círculos Dialógicos Investigativo-formativos (HENZ, 2015) e a análise dessa dialogicidade, baseou-se na compreensão e interpretação a partir da hermenêutica (GADAMER, 1999: HERMANN, 2002). Ainda para a construção da pesquisa foi feita uma análise documental (GIL, 2002) e a pesquisa do Estado da arte (MORISINI, 2015). Outrossim, o referencial teórico está organizado com base em marcos legais e em autores como (KULHMANN, 1998), (KRAMER, 1997), (OLIVEIRA, 2012, 2002), (NÓVOA, 1995, 2013), (IMBÉRNON,2009), (PADILHA, 2017), (VEIGA, 2013), (FREIRE, 2019) e (OLIVEIRA-FORMOSINHO, 2002,2016). A formação em contexto dos educadores visa o desenvolvimento profissional, principalmente no diálogo com seus pares relacionado às experiências do cotidiano, refletindo a sua prática num movimento de construção, desconstrução e reconstrução de novos saberes. Nessa seara, a proposta de formação dialógica no contexto da escola foi de suma importância para a conscientização e auto(trans)formação das educadoras, pois, ao problematizarem, dialogarem e refletirem sobre a sua prática, foram protagonistas da sua formação, atribuindo significado aos processos formativos e, como consequência, perceberam-se como agentes de transformação e [re]-significação da Proposta Pedagógica da EMEI Sonho Meu. Nesse sentido, cabe destacar, que o produto deste estudo é a Proposta de formação dialógica em contexto na EMEI Sonho Meu, que oportunizou a reflexão da práxis educativa para [re]-significar a Proposta Pedagógica da escola e os processos auto(trans)formativos com professoras, monitoras, gestoras e funcionárias.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação infantilProposta pedagógicaFormação em contexto de professoresCírculos dialógicos investigativo-formativosEarly childhood educationPedagogical proposalTeacher training in contextInvestigative-formative dialogic circlesCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RSContext training: a dialogical construction to [re] mean the pedagogical proposal of EMEI Sonho Meu / Cachoeira do Sul / RSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLunardi, Elisiane Machadohttp://lattes.cnpq.br/8366108604553867Andrade, Joze Medianeira dos Santos deNunes, Ana Luiza Ruschelhttp://lattes.cnpq.br/1093095757202880Hiores, Patrícia Macedo7008000000066006006006006008a49a6db-c958-44bc-9d4a-8bbdc439d217c1276345-a8ba-4d32-9ade-2f8ad40b7bf62be8c211-0be8-4d2f-b743-0f9c770bd1b919e09c24-d3e5-42c8-b789-0c0eab1c121dreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Formação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RS |
dc.title.alternative.eng.fl_str_mv |
Context training: a dialogical construction to [re] mean the pedagogical proposal of EMEI Sonho Meu / Cachoeira do Sul / RS |
title |
Formação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RS |
spellingShingle |
Formação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RS Hiores, Patrícia Macedo Educação infantil Proposta pedagógica Formação em contexto de professores Círculos dialógicos investigativo-formativos Early childhood education Pedagogical proposal Teacher training in context Investigative-formative dialogic circles CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RS |
title_full |
Formação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RS |
title_fullStr |
Formação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RS |
title_full_unstemmed |
Formação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RS |
title_sort |
Formação em contexto: uma construção dialógica para [re]-significar a proposta pedagógica da EMEI Sonho Meu-Cachoeira do Sul/RS |
author |
Hiores, Patrícia Macedo |
author_facet |
Hiores, Patrícia Macedo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lunardi, Elisiane Machado |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8366108604553867 |
dc.contributor.referee1.fl_str_mv |
Andrade, Joze Medianeira dos Santos de |
dc.contributor.referee2.fl_str_mv |
Nunes, Ana Luiza Ruschel |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1093095757202880 |
dc.contributor.author.fl_str_mv |
Hiores, Patrícia Macedo |
contributor_str_mv |
Lunardi, Elisiane Machado Andrade, Joze Medianeira dos Santos de Nunes, Ana Luiza Ruschel |
dc.subject.por.fl_str_mv |
Educação infantil Proposta pedagógica Formação em contexto de professores Círculos dialógicos investigativo-formativos |
topic |
Educação infantil Proposta pedagógica Formação em contexto de professores Círculos dialógicos investigativo-formativos Early childhood education Pedagogical proposal Teacher training in context Investigative-formative dialogic circles CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Early childhood education Pedagogical proposal Teacher training in context Investigative-formative dialogic circles |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research was developed in the line of Policies and Management of Basic Education, of the Professional Master's Degree which is part of the Post-Graduate Program in Public Policies and Educational Management, from the Federal University of Santa Maria (UFSM). The study was guided by the following problem: How can training in context contribute to the [re] -significance of the Pedagogical Proposal of EMEI SONHO MEU, from a reflexive-dialogic process? The general objective was to build a dialogical training process in the context of [re] - signifying the Pedagogical Proposal of EMEI Sonho Meu. The following specific objectives were defined: to analyze Public Policies at the macro and micro level that guide the construction of the Pedagogical Proposal for Early Childhood Education; understand the role of the educator in the [re] -signification of the Pedagogical Proposal; dialogue about educational praxis in the context of EMEI Sonho Meu. The methodological processes were based on a qualitative approach (MINAYO, 2009: FLICK, 2009), of the Research Training type (JOSSO, 2004, 2007, 2010). Thus, for the mediation of the dialogic process, the Investigative-Formative Dialogic Circles (HENZ, 2015) were used and the analysis of this dialogicity was based on the understanding and interpretation based on hermeneutics (GADAMER, 1999: HERMANN, 2002). Furthermore, the theoretical framework is organized based on legal frameworks and authors such as (KULHMANN, 1998), (KRAMER, 1997), (OLIVEIRA, 2012, 2002), (NÓVOA, 1995, 2013), (IMBÉRNON, 2009), (PADILHA, 2017), (VEIGA, 2013), (FREIRE, 2019) and (OLIVEIRA-FORMOSINHO, 2002, 2016). Training in the context of educators aims at professional development, mainly in the dialogue with peers related to everyday experiences, reflecting their practice in a movement of construction, deconstruction and reconstruction of new knowledge. In this area, the proposal of dialogical training in the context of the school was of paramount importance for the educators' awareness and self (trans) training, since, when they problematize, dialogue and reflect on their practice, they were protagonists of their training, giving meaning to the formative processes and, as a consequence, perceived themselves as agents of transformation and [re] signification of the Pedagogical Proposal of EMEI Sonho Meu. In this sense, it is worth noting that the product of this study is the Proposal for dialogical training in context at EMEI Sonho Meu, which provided an opportunity for reflecting on educational praxis to [re] signify the School's Pedagogical Proposal and the self (trans) formative processes with teachers, monitors, managers and employees. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-11-24 |
dc.date.accessioned.fl_str_mv |
2022-08-16T17:48:32Z |
dc.date.available.fl_str_mv |
2022-08-16T17:48:32Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/25900 |
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http://repositorio.ufsm.br/handle/1/25900 |
dc.language.iso.fl_str_mv |
por |
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por |
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700800000006 |
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600 600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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