Aprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadas
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6927 |
Resumo: | In this research, which falls in line search "training, knowledge and professional development" of the Post-Graduate Education of this University, we seek to discuss the issue of learning how to teach from the reality of teachers of multigrade rural schools. Thus, our objective was to understand the concepts and elements that make a teacher learning teacher multigrade rural classes in the early years of elementary teaching Putinga / RS, and the repercussions of these professional development of these subjects. The starting point of the methodological quality approach of sociocultural character, because we believe that with this approach, it is possible to take into account all the components of the research situation, interactions and meanings constructed. We evidenced thus the subject as social and historical construction, based on the Vygotskian conceptions of learning. In this sense, as an instrument to collect data for research, we used narrative interviews, oriented for guides-topic, because we believe that this way you can capture the meanings of teaching spaces in multigrade classes in rural areas. Thus, six teachers were collaborative research working in multigrade classes in the municipal Putinga, RS. From the analysis of the narratives of the teachers, it was possible to identify three categories that show the details of teacher learning in multigrade classes: the pedagogical organization, training processes and the knowledge teachers. The survey found also that all categories pointed out are linked to teacher's work as being this field of activity and source of production of teaching the teachers of multigrade classes collaborative areas. From the analysis of the narratives of the teachers could understand that the learning of teaching in these education is through the movement of breeding, when the teachers show only repeat practice, without thinking about them, but also by movements of creation, when recognized through reflection about their theoretical and methodological conceptions, the teachers seek to build a difference in you and your staff do. Therefore, the professional development of teachers is marked by the oscillation movement between breeding and reproduction, indicating that the teaching learning happens in the relationship between daily activities and relationships that the teachers are seeking to establish with their peers. |
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2010-08-102010-08-102010-03-17RABAIOLLI, Greice Ozelame. LEARNING TEACHING: PROFESSIONAL DEVELOPMENT FOR TEACHERS CLASSES RURAL MULTIPORT. 2010. 133 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2010.http://repositorio.ufsm.br/handle/1/6927In this research, which falls in line search "training, knowledge and professional development" of the Post-Graduate Education of this University, we seek to discuss the issue of learning how to teach from the reality of teachers of multigrade rural schools. Thus, our objective was to understand the concepts and elements that make a teacher learning teacher multigrade rural classes in the early years of elementary teaching Putinga / RS, and the repercussions of these professional development of these subjects. The starting point of the methodological quality approach of sociocultural character, because we believe that with this approach, it is possible to take into account all the components of the research situation, interactions and meanings constructed. We evidenced thus the subject as social and historical construction, based on the Vygotskian conceptions of learning. In this sense, as an instrument to collect data for research, we used narrative interviews, oriented for guides-topic, because we believe that this way you can capture the meanings of teaching spaces in multigrade classes in rural areas. Thus, six teachers were collaborative research working in multigrade classes in the municipal Putinga, RS. From the analysis of the narratives of the teachers, it was possible to identify three categories that show the details of teacher learning in multigrade classes: the pedagogical organization, training processes and the knowledge teachers. The survey found also that all categories pointed out are linked to teacher's work as being this field of activity and source of production of teaching the teachers of multigrade classes collaborative areas. From the analysis of the narratives of the teachers could understand that the learning of teaching in these education is through the movement of breeding, when the teachers show only repeat practice, without thinking about them, but also by movements of creation, when recognized through reflection about their theoretical and methodological conceptions, the teachers seek to build a difference in you and your staff do. Therefore, the professional development of teachers is marked by the oscillation movement between breeding and reproduction, indicating that the teaching learning happens in the relationship between daily activities and relationships that the teachers are seeking to establish with their peers.Esta pesquisa insere-se na Linha de pesquisa Formação, saberes e desenvolvimento profissional , do Programa de Pós-Graduação em Educação desta Universidade. Neste estudo discutimos a temática da aprendizagem da docência, a partir da realidade de professores de escolas rurais multisseriadas. Assim, tivemos como objetivo compreender as concepções e os elementos que marcam a aprendizagem docente de professores de classes rurais multisseriadas dos Anos Iniciais do Ensino Fundamental de Putinga/RS, e a repercussão destas no desenvolvimento profissional destes sujeitos. Para tanto, partimos da abordagem metodológica qualitativa de caráter sociocultural, pois acreditamos que com esta abordagem, é possível levarmos em conta todos os componentes da situação investigada, as interações e significações construídas. Evidenciamos assim, o sujeito como construção histórica e social, tendo por base as concepções vygotskianas de aprendizagem. Nessa direção, como instrumento para a coleta de dados, nesta pesquisa, utilizamos entrevistas narrativas, orientadas por tópicos-guias, pois acreditamos que desta maneira é possível captar os sentidos e significados da docência nos espaços de classes multisseriadas rurais. Foram colaboradoras da pesquisa seis professoras que atuam em classes multisseriadas na rede municipal de Putinga/RS. A partir da análise das narrativas das professoras, foi possível evidenciarmos três categorias que apontam os elementos relativos à aprendizagem docente em classes multisseriadas: a organização pedagógica; os processos formativos e as aprendizagens docentes. Neste estudo, identificamos também que todas as categorias exploradas encontram-se vinculadas ao trabalho docente que se constitui como campo de atuação e fonte de produções da docência das professoras colaboradoras das classes multisseriadas rurais. Assim foi possível compreendermos que a aprendizagem da docência nesta realidade de ensino se dá através de movimentos de reprodução, quando as professoras evidenciam apenas repetir práticas, sem refletir sobre elas, mas também por movimentos de criação, reconhecidos quando, através da reflexão sobre suas concepções teóricas e metodológicas, as professoras buscam construir uma diferença em si e em seu fazer docente. Desta forma, o desenvolvimento profissional das professoras está marcado pela oscilação entre movimentos de criação e de reprodução, indicando que o aprender a docência acontece na relação entre o fazer cotidiano e nas relações que as professoras buscam estabelecer com seus pares.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoAprendizagem docenteClasses multisseriadasDesenvolvimento profissionalTeacher learningMultigrade classesProfessional developmentCNPQ::CIENCIAS HUMANAS::EDUCACAOAprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadasLearning teaching: professional development for teachers classes rural multiportinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4769237E6Fernandes, Cleoni Maria Barbozahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708959D0Tomazzetti, Cleonice Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701003D6Krug, Hugo Norbertohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779485Z7http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4770557D8Rabaiolli, Greice Ozelame700800000006400500300500500300b44424f4-3a2c-42d2-af99-762aa9d1acde81e49efc-2ede-45f4-8cd3-7e4845c25ab67bd6b218-f4af-479c-b211-8fc08519f3281b6c4f54-fe1f-4314-a910-2d691d23e530659a5628-4638-41ed-9598-490b21ee4194info:eu-repo/semantics/openAccessreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALRABAIOLLI, GREICE OZELAME.pdfapplication/pdf1833130http://repositorio.ufsm.br/bitstream/1/6927/1/RABAIOLLI%2c%20GREICE%20OZELAME.pdf91abbd5a4c03447c4c0a58c5966fbec6MD51TEXTRABAIOLLI, GREICE OZELAME.pdf.txtRABAIOLLI, GREICE OZELAME.pdf.txtExtracted texttext/plain277058http://repositorio.ufsm.br/bitstream/1/6927/2/RABAIOLLI%2c%20GREICE%20OZELAME.pdf.txtbceab34623596ff0b5c53c7a0bc8aaa2MD52THUMBNAILRABAIOLLI, GREICE OZELAME.pdf.jpgRABAIOLLI, GREICE OZELAME.pdf.jpgIM Thumbnailimage/jpeg4993http://repositorio.ufsm.br/bitstream/1/6927/3/RABAIOLLI%2c%20GREICE%20OZELAME.pdf.jpgded25896210f38161b9e4bfe8c9fe07aMD531/69272021-03-05 08:11:14.828oai:repositorio.ufsm.br:1/6927Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132021-03-05T11:11:14Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Aprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadas |
dc.title.alternative.eng.fl_str_mv |
Learning teaching: professional development for teachers classes rural multiport |
title |
Aprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadas |
spellingShingle |
Aprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadas Rabaiolli, Greice Ozelame Aprendizagem docente Classes multisseriadas Desenvolvimento profissional Teacher learning Multigrade classes Professional development CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadas |
title_full |
Aprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadas |
title_fullStr |
Aprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadas |
title_full_unstemmed |
Aprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadas |
title_sort |
Aprendizagem docente: desenvolvimento profissional de professores de classes rurais multisseriadas |
author |
Rabaiolli, Greice Ozelame |
author_facet |
Rabaiolli, Greice Ozelame |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4769237E6 |
dc.contributor.referee1.fl_str_mv |
Fernandes, Cleoni Maria Barboza |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708959D0 |
dc.contributor.referee2.fl_str_mv |
Tomazzetti, Cleonice Maria |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701003D6 |
dc.contributor.referee3.fl_str_mv |
Krug, Hugo Norberto |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779485Z7 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4770557D8 |
dc.contributor.author.fl_str_mv |
Rabaiolli, Greice Ozelame |
contributor_str_mv |
Bolzan, Doris Pires Vargas Fernandes, Cleoni Maria Barboza Tomazzetti, Cleonice Maria Krug, Hugo Norberto |
dc.subject.por.fl_str_mv |
Aprendizagem docente Classes multisseriadas Desenvolvimento profissional |
topic |
Aprendizagem docente Classes multisseriadas Desenvolvimento profissional Teacher learning Multigrade classes Professional development CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher learning Multigrade classes Professional development |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
In this research, which falls in line search "training, knowledge and professional development" of the Post-Graduate Education of this University, we seek to discuss the issue of learning how to teach from the reality of teachers of multigrade rural schools. Thus, our objective was to understand the concepts and elements that make a teacher learning teacher multigrade rural classes in the early years of elementary teaching Putinga / RS, and the repercussions of these professional development of these subjects. The starting point of the methodological quality approach of sociocultural character, because we believe that with this approach, it is possible to take into account all the components of the research situation, interactions and meanings constructed. We evidenced thus the subject as social and historical construction, based on the Vygotskian conceptions of learning. In this sense, as an instrument to collect data for research, we used narrative interviews, oriented for guides-topic, because we believe that this way you can capture the meanings of teaching spaces in multigrade classes in rural areas. Thus, six teachers were collaborative research working in multigrade classes in the municipal Putinga, RS. From the analysis of the narratives of the teachers, it was possible to identify three categories that show the details of teacher learning in multigrade classes: the pedagogical organization, training processes and the knowledge teachers. The survey found also that all categories pointed out are linked to teacher's work as being this field of activity and source of production of teaching the teachers of multigrade classes collaborative areas. From the analysis of the narratives of the teachers could understand that the learning of teaching in these education is through the movement of breeding, when the teachers show only repeat practice, without thinking about them, but also by movements of creation, when recognized through reflection about their theoretical and methodological conceptions, the teachers seek to build a difference in you and your staff do. Therefore, the professional development of teachers is marked by the oscillation movement between breeding and reproduction, indicating that the teaching learning happens in the relationship between daily activities and relationships that the teachers are seeking to establish with their peers. |
publishDate |
2010 |
dc.date.accessioned.fl_str_mv |
2010-08-10 |
dc.date.available.fl_str_mv |
2010-08-10 |
dc.date.issued.fl_str_mv |
2010-03-17 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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RABAIOLLI, Greice Ozelame. LEARNING TEACHING: PROFESSIONAL DEVELOPMENT FOR TEACHERS CLASSES RURAL MULTIPORT. 2010. 133 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2010. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/6927 |
identifier_str_mv |
RABAIOLLI, Greice Ozelame. LEARNING TEACHING: PROFESSIONAL DEVELOPMENT FOR TEACHERS CLASSES RURAL MULTIPORT. 2010. 133 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2010. |
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http://repositorio.ufsm.br/handle/1/6927 |
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BR |
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Universidade Federal de Santa Maria |
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