Processos formativos e ciclo de vida de uma professora alfabetizadora
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6817 |
Resumo: | This study is linked to the research line Professional Formation, Knowledge and Development of the Post-Graduation Program of Federal University of Santa Maria and focuses on the Life History of a training teacher with 30 years in the training class. The general objective is to investigate formation processes and life cycle of a training teacher and the elements that have influenced her permanence for 30 years in the training class . In a qualitative approach, through the Biographical Method Life History, the methodological proceedings for the information production are defined from oral autobiographical narrative and semi-structured interview. The autobiography contributes by giving visibility to the life histories, since, when the professor rememorizes her work, the meeting with her personal life helps her to understand, according to Moita (1992), the professional role in life and the role of life in the profession . The interlocutor of this research is a teacher who works for 30 years in the class. From her life history, her memories of becoming a training teacher and keep teaching how to read, mobilize in founding out competences and experiences that were being built throughout her schooling, her formation processes and all her professional life cycle. To perceive the Life History as a possibility of reflecting about memories related to transformation times brings us the opportunity of going to training practices, as well as the elements that guides this teacher to keep 30 years training. In the final considerations, it is highlighted the elements that influence the interlocutor of this research in being and keeping working in training classes in many phases of her professional life cycle, as a satisfied and motivated person with the teaching profession. Besides that, such considerations highlights the importance of Life History as a methodology that reveals many knowledge, experiences that constitute the life of those ones who do the education. |
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Processos formativos e ciclo de vida de uma professora alfabetizadoraFormation processes and life cycle of a training teacherProcessos formativosCiclo de vida profissionalAlfabetizaçãoFormation processesProfessional life cycleTrainingCNPQ::CIENCIAS HUMANAS::EDUCACAOThis study is linked to the research line Professional Formation, Knowledge and Development of the Post-Graduation Program of Federal University of Santa Maria and focuses on the Life History of a training teacher with 30 years in the training class. The general objective is to investigate formation processes and life cycle of a training teacher and the elements that have influenced her permanence for 30 years in the training class . In a qualitative approach, through the Biographical Method Life History, the methodological proceedings for the information production are defined from oral autobiographical narrative and semi-structured interview. The autobiography contributes by giving visibility to the life histories, since, when the professor rememorizes her work, the meeting with her personal life helps her to understand, according to Moita (1992), the professional role in life and the role of life in the profession . The interlocutor of this research is a teacher who works for 30 years in the class. From her life history, her memories of becoming a training teacher and keep teaching how to read, mobilize in founding out competences and experiences that were being built throughout her schooling, her formation processes and all her professional life cycle. To perceive the Life History as a possibility of reflecting about memories related to transformation times brings us the opportunity of going to training practices, as well as the elements that guides this teacher to keep 30 years training. In the final considerations, it is highlighted the elements that influence the interlocutor of this research in being and keeping working in training classes in many phases of her professional life cycle, as a satisfied and motivated person with the teaching profession. Besides that, such considerations highlights the importance of Life History as a methodology that reveals many knowledge, experiences that constitute the life of those ones who do the education.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorEsta pesquisa está vinculada à Linha de Pesquisa intitulada Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação da Universidade Federal de Santa Maria e tem como foco a História de Vida de uma professora alfabetizadora com 30 anos na classe de alfabetização. O objetivo geral é investigar os processos formativos e o ciclo de vida de uma professora alfabetizadora e os elementos que influenciam sua permanência por 30 anos na classe de alfabetização . Dentro de uma abordagem qualitativa, através do Método Biográfico História de Vida, os procedimentos metodológicos para a produção de informações definem-se a partir do relato autobiográfico oral e entrevista semiestruturada. A autobiografia contribui no sentido de dar visibilidade às histórias de vida, pois, quando o professor rememora seu trabalho, o encontro com sua vida pessoal e profissional ajuda-o a compreender, conforme Moita (1992), o papel da profissão na vida e o papel da vida na profissão . A interlocutora desta pesquisa é uma professora que atua há 30 anos na classe de alfabetização. A partir de sua história de vida, suas lembranças do tornar-se alfabetizadora e permanecer alfabetizando, vão se mobilizando, na descoberta de competências e experiências que foram sendo construídas ao longo de sua escolarização, seus processos formativos e todo o seu ciclo de vida profissional. Perceber a História de Vida como uma possibilidade de refletir sobre as memórias que percorreram o tempo das transformações nos traz a oportunidade de percorrer as práticas de alfabetização, bem como, os elementos que levam essa professora a permanecer 30 anos alfabetizando. As considerações finais destacam a afetividade e a reflexão como elementos que influenciam a interlocutora desta pesquisa em ser e permanecer atuando nas classes de alfabetização por diversas fases do seu ciclo de vida profissional, como uma pessoa realizada e motivada com a profissão docente. Além disso, tais considerações destacam a importância da História de Vida como uma metodologia que revela muitos saberes, experiências que constituem a história daqueles que fazem a educação.Universidade Federal de Santa MariaBREducaçãoUFSMPrograma de Pós-Graduação em EducaçãoAntunes, Helenise Sangoihttp://lattes.cnpq.br/6804330341401151Abrahão, Maria Helena Menna Barretohttp://lattes.cnpq.br/0244287001731375Dias, Cleuza Maria Sobralhttp://lattes.cnpq.br/3053220801992202Feller, Elinara Leslei2008-06-162008-06-162008-03-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfFELLER, Elinara Leslei. Formation processes and life cycle of a training teacher. 2008. 123 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008.http://repositorio.ufsm.br/handle/1/6817porinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2023-04-27T14:08:43Zoai:repositorio.ufsm.br:1/6817Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-04-27T14:08:43Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Processos formativos e ciclo de vida de uma professora alfabetizadora Formation processes and life cycle of a training teacher |
title |
Processos formativos e ciclo de vida de uma professora alfabetizadora |
spellingShingle |
Processos formativos e ciclo de vida de uma professora alfabetizadora Feller, Elinara Leslei Processos formativos Ciclo de vida profissional Alfabetização Formation processes Professional life cycle Training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Processos formativos e ciclo de vida de uma professora alfabetizadora |
title_full |
Processos formativos e ciclo de vida de uma professora alfabetizadora |
title_fullStr |
Processos formativos e ciclo de vida de uma professora alfabetizadora |
title_full_unstemmed |
Processos formativos e ciclo de vida de uma professora alfabetizadora |
title_sort |
Processos formativos e ciclo de vida de uma professora alfabetizadora |
author |
Feller, Elinara Leslei |
author_facet |
Feller, Elinara Leslei |
author_role |
author |
dc.contributor.none.fl_str_mv |
Antunes, Helenise Sangoi http://lattes.cnpq.br/6804330341401151 Abrahão, Maria Helena Menna Barreto http://lattes.cnpq.br/0244287001731375 Dias, Cleuza Maria Sobral http://lattes.cnpq.br/3053220801992202 |
dc.contributor.author.fl_str_mv |
Feller, Elinara Leslei |
dc.subject.por.fl_str_mv |
Processos formativos Ciclo de vida profissional Alfabetização Formation processes Professional life cycle Training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Processos formativos Ciclo de vida profissional Alfabetização Formation processes Professional life cycle Training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is linked to the research line Professional Formation, Knowledge and Development of the Post-Graduation Program of Federal University of Santa Maria and focuses on the Life History of a training teacher with 30 years in the training class. The general objective is to investigate formation processes and life cycle of a training teacher and the elements that have influenced her permanence for 30 years in the training class . In a qualitative approach, through the Biographical Method Life History, the methodological proceedings for the information production are defined from oral autobiographical narrative and semi-structured interview. The autobiography contributes by giving visibility to the life histories, since, when the professor rememorizes her work, the meeting with her personal life helps her to understand, according to Moita (1992), the professional role in life and the role of life in the profession . The interlocutor of this research is a teacher who works for 30 years in the class. From her life history, her memories of becoming a training teacher and keep teaching how to read, mobilize in founding out competences and experiences that were being built throughout her schooling, her formation processes and all her professional life cycle. To perceive the Life History as a possibility of reflecting about memories related to transformation times brings us the opportunity of going to training practices, as well as the elements that guides this teacher to keep 30 years training. In the final considerations, it is highlighted the elements that influence the interlocutor of this research in being and keeping working in training classes in many phases of her professional life cycle, as a satisfied and motivated person with the teaching profession. Besides that, such considerations highlights the importance of Life History as a methodology that reveals many knowledge, experiences that constitute the life of those ones who do the education. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-06-16 2008-06-16 2008-03-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
FELLER, Elinara Leslei. Formation processes and life cycle of a training teacher. 2008. 123 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/6817 |
identifier_str_mv |
FELLER, Elinara Leslei. Formation processes and life cycle of a training teacher. 2008. 123 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008. |
url |
http://repositorio.ufsm.br/handle/1/6817 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
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UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922170605404160 |