Auto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacional
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23335 |
Resumo: | This dissertation presented to the Professional Master's Degree in Public Policy and Educational Management, was developed in the Pedagogical Management and Educational Contexts Research Line of the Education Center – UFSM. The study was carried out on the theme of permanent training research with teachers, through the epistemological-political proposal developed in the Dialogus Research Group: Education, Training and Humanization with Paulo Freire, called Dialogical Investigative-auto(trans)formative Circles . Meetings with teachers, management, APM and COE enabled the development of Circles, where themes suggested by the group of co-authors were discussed, with the following objectives: Investigating and building processes of reflection, studies and proposals that help to understand and assume a possible proposal for permanent self(trans)formation. We discover together and organize possible contributions to school management and self(trans)formation with teachers, from the perspective of emancipation and humanization of children and adolescents who are less favored or silenced by society. We carried out approaches and/or distances from the pedagogical proposal of the school with popular education and we socialized the constructs of this research after the completion of the six Dialogical Circles. The study has a qualitative approach, is based on research-self(trans)formation and presents a hermeneutic approach based on the interpretation of the dialogues developed in the meetings. As a theoretical subsidy, the study was based on the works of Paulo Freire (2019) and Marie Christine Josso (2010), as well as other authors such as: Arroyo (2001), Brandão (2013), Casassus (2007), Gadamer (1997 ), Lück (2013), Henz (2015), Maturana (2010) and Signor (2006), among others. By placing myself in “Novas Andarilhagens” I realized that the school, despite carrying out assistance work, excels in the awareness of its students and the search for better living conditions and egalitarian educational opportunities. This does not mean that the institution identifies itself as an institution of popular education, as it does not present curricular guidelines and regulations in this education bias in the official school documents, such as the PPP and the institution's charter. As a product of the research, a letter of intent was written with many hands, as a proposal for Permanent Self(trans)training processes with teachers and the (re)construction of the institution's PPP as a continuation of the school's training process. |
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2021-12-16T12:40:40Z2021-12-16T12:40:40Z2021-09-30http://repositorio.ufsm.br/handle/1/23335This dissertation presented to the Professional Master's Degree in Public Policy and Educational Management, was developed in the Pedagogical Management and Educational Contexts Research Line of the Education Center – UFSM. The study was carried out on the theme of permanent training research with teachers, through the epistemological-political proposal developed in the Dialogus Research Group: Education, Training and Humanization with Paulo Freire, called Dialogical Investigative-auto(trans)formative Circles . Meetings with teachers, management, APM and COE enabled the development of Circles, where themes suggested by the group of co-authors were discussed, with the following objectives: Investigating and building processes of reflection, studies and proposals that help to understand and assume a possible proposal for permanent self(trans)formation. We discover together and organize possible contributions to school management and self(trans)formation with teachers, from the perspective of emancipation and humanization of children and adolescents who are less favored or silenced by society. We carried out approaches and/or distances from the pedagogical proposal of the school with popular education and we socialized the constructs of this research after the completion of the six Dialogical Circles. The study has a qualitative approach, is based on research-self(trans)formation and presents a hermeneutic approach based on the interpretation of the dialogues developed in the meetings. As a theoretical subsidy, the study was based on the works of Paulo Freire (2019) and Marie Christine Josso (2010), as well as other authors such as: Arroyo (2001), Brandão (2013), Casassus (2007), Gadamer (1997 ), Lück (2013), Henz (2015), Maturana (2010) and Signor (2006), among others. By placing myself in “Novas Andarilhagens” I realized that the school, despite carrying out assistance work, excels in the awareness of its students and the search for better living conditions and egalitarian educational opportunities. This does not mean that the institution identifies itself as an institution of popular education, as it does not present curricular guidelines and regulations in this education bias in the official school documents, such as the PPP and the institution's charter. As a product of the research, a letter of intent was written with many hands, as a proposal for Permanent Self(trans)training processes with teachers and the (re)construction of the institution's PPP as a continuation of the school's training process.Esta dissertação apresentada ao Mestrado Profissional em Políticas Públicas e Gestão Educacional, foi desenvolvida na Linha de Pesquisa Gestão Pedagógica e Contextos Educativos do Centro de Educação – UFSM. O estudo efetivou-se na temática de pesquisa formação permanente com professoras(es), por meio da proposta epistemológico-política desenvolvida no Grupo de Pesquisa Dialogus: Educação, Formação e Humanização com Paulo Freire, denominada Círculos Dialógicos Investigativo-auto(trans)formativos. Os encontros com professoras (es), gestão, APM e COE possibilitaram o desenvolvimento dos Círculos, onde foram discutidas temáticas sugeridas pelo grupo de coautores (as), apresentando como objetivos: Investigar e construir processos de reflexão, estudos e propositivas que auxiliem a compreender e assumir uma possível proposta de auto(trans)formação permanente. Descobrirmos juntos e organizarmos possíveis contribuições para a gestão escolar e a auto(trans)formação com professoras e professores, na perspectiva da emancipação e humanização das crianças e adolescentes menos favorecidos da sociedade ou silenciados pela mesma. Realizarmos aproximações e/ou distanciamentos da proposta pedagógica da escola com a educação popular e socializarmos os constructos desta pesquisa após a realização dos seis Círculos Dialógicos. O estudo tem abordagem qualitativa, fundamenta-se como pesquisa-auto(trans)formação e apresenta enfoque hermenêutico a partir da interpretação dos diálogos desenvolvidos nos encontros. Como subsídio teórico, o estudo apresentou embasamento nas obras de Paulo Freire (2019) e Marie Christine Josso (2010), além de outros autores como: Arroyo (2001), Brandão (2013), Casassus (2007), Gadamer (1997), Lück (2013), Henz (2015), Maturana (2010) e Signor (2006), entre outros. Ao me colocar em “Novas Andarilhagens” percebi que a escola apesar de realizar um trabalho assistencial, prima pela conscientização de seus estudantes e pela busca de melhores condições de vida e oportunidades educacionais igualitárias. O que não significa que a instituição se identifica como uma instituição de educação popular, pois, não apresenta diretriz curricular e regulamentação nesse viés de educação junto aos documentos oficiais escolares, como o PPP e o regimento da instituição. Como produto da pesquisa, foi escrita à muitas mãos, uma carta de intenções, como uma proposta para processos de Auto(trans)formação Permanente com professores e a (re)construção do PPP da instituição como continuidade do processo formativo da escola.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/openAccessFormação permanenteEducação popularCírculos dialógicos investigativo-auto(trans)formativosAuto(trans)formaçãoOngoing formationPopular educationInvestigative dialogic circles-auto(trans)trainingSelf (trans) trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOAuto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacionalSelf (trans) training with teachers and teachers from the perspective of popular education: the role of school and management and the challenges to the educational systeminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisHenz, Celso Ilgohttp://lattes.cnpq.br/8841113239645760Signor, Patríciahttp://lattes.cnpq.br/2689209640225759Andrade, Joze Medianeira dos Santos deFreitas, Larissa Martinshttp://lattes.cnpq.br/8686455099235589Duttel, Cristiane Garcez Noronha7008000000066006006006006006008da23dd6-53f1-4cc2-987a-3590914c81451f47336e-a4ae-4e90-a3af-65239ecdb2c8f1fd4b4f-9d95-4fec-841a-a3d5c16bdabc2be8c211-0be8-4d2f-b743-0f9c770bd1b9b6029f15-9fa0-4b41-8b28-8ee31137aa2ereponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Auto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacional |
dc.title.alternative.eng.fl_str_mv |
Self (trans) training with teachers and teachers from the perspective of popular education: the role of school and management and the challenges to the educational system |
title |
Auto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacional |
spellingShingle |
Auto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacional Duttel, Cristiane Garcez Noronha Formação permanente Educação popular Círculos dialógicos investigativo-auto(trans)formativos Auto(trans)formação Ongoing formation Popular education Investigative dialogic circles-auto(trans)training Self (trans) training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Auto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacional |
title_full |
Auto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacional |
title_fullStr |
Auto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacional |
title_full_unstemmed |
Auto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacional |
title_sort |
Auto(trans)formação com professoras e professores na perspectiva da educação popular: o papel da escola e da gestão e os desafios do sistema educacional |
author |
Duttel, Cristiane Garcez Noronha |
author_facet |
Duttel, Cristiane Garcez Noronha |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Henz, Celso Ilgo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8841113239645760 |
dc.contributor.advisor-co1.fl_str_mv |
Signor, Patrícia |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/2689209640225759 |
dc.contributor.referee1.fl_str_mv |
Andrade, Joze Medianeira dos Santos de |
dc.contributor.referee2.fl_str_mv |
Freitas, Larissa Martins |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8686455099235589 |
dc.contributor.author.fl_str_mv |
Duttel, Cristiane Garcez Noronha |
contributor_str_mv |
Henz, Celso Ilgo Signor, Patrícia Andrade, Joze Medianeira dos Santos de Freitas, Larissa Martins |
dc.subject.por.fl_str_mv |
Formação permanente Educação popular Círculos dialógicos investigativo-auto(trans)formativos Auto(trans)formação |
topic |
Formação permanente Educação popular Círculos dialógicos investigativo-auto(trans)formativos Auto(trans)formação Ongoing formation Popular education Investigative dialogic circles-auto(trans)training Self (trans) training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Ongoing formation Popular education Investigative dialogic circles-auto(trans)training Self (trans) training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation presented to the Professional Master's Degree in Public Policy and Educational Management, was developed in the Pedagogical Management and Educational Contexts Research Line of the Education Center – UFSM. The study was carried out on the theme of permanent training research with teachers, through the epistemological-political proposal developed in the Dialogus Research Group: Education, Training and Humanization with Paulo Freire, called Dialogical Investigative-auto(trans)formative Circles . Meetings with teachers, management, APM and COE enabled the development of Circles, where themes suggested by the group of co-authors were discussed, with the following objectives: Investigating and building processes of reflection, studies and proposals that help to understand and assume a possible proposal for permanent self(trans)formation. We discover together and organize possible contributions to school management and self(trans)formation with teachers, from the perspective of emancipation and humanization of children and adolescents who are less favored or silenced by society. We carried out approaches and/or distances from the pedagogical proposal of the school with popular education and we socialized the constructs of this research after the completion of the six Dialogical Circles. The study has a qualitative approach, is based on research-self(trans)formation and presents a hermeneutic approach based on the interpretation of the dialogues developed in the meetings. As a theoretical subsidy, the study was based on the works of Paulo Freire (2019) and Marie Christine Josso (2010), as well as other authors such as: Arroyo (2001), Brandão (2013), Casassus (2007), Gadamer (1997 ), Lück (2013), Henz (2015), Maturana (2010) and Signor (2006), among others. By placing myself in “Novas Andarilhagens” I realized that the school, despite carrying out assistance work, excels in the awareness of its students and the search for better living conditions and egalitarian educational opportunities. This does not mean that the institution identifies itself as an institution of popular education, as it does not present curricular guidelines and regulations in this education bias in the official school documents, such as the PPP and the institution's charter. As a product of the research, a letter of intent was written with many hands, as a proposal for Permanent Self(trans)training processes with teachers and the (re)construction of the institution's PPP as a continuation of the school's training process. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-16T12:40:40Z |
dc.date.available.fl_str_mv |
2021-12-16T12:40:40Z |
dc.date.issued.fl_str_mv |
2021-09-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/23335 |
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http://repositorio.ufsm.br/handle/1/23335 |
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700800000006 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
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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