O fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciais
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/18043 |
Resumo: | This dissertation is about the make-teacher in multigrade classes in the region of Santa Maria, RS, which aims to investigate how it is doing a teacher in multigrade classes, with emphasis on teacher professional development and working conditions of teachers. The research is anchored in a qualitative approach, based on studies by Bauer andGaskell(2002); by Life Stories methodology with an emphasis on narrative (auto) biographical. As information gathering tools narrative interviews were used (auto) biographical, which provided retell the personal and professional trajectory of collaborators. The theoretical framework was based on authors researching this subject, including Abrahão (2006.2008); Antunes( 2001,2007); Antunes; Ribas (2015), Cardoso; Jacomeli (2010). Damasceno; Bessera (2004); Hage (2010a, 2010b, 2011); Bolzan (2002); Isaia (2001) Molinari (2009); Nóvoa (1992.1995); Ribas; Antunes (2014); Santos (2007); Souza (2006, 2011); Souza; Ferreira (2009). I understand that the development of this research was very important because it enabled us to understand that although many challenges that are found in multigrade schools is through / the experience that teachers have been constructed professionals who believe in the work capability in the face of multigrade classes . There is an urgent need for increased research involving this theme, giving voice to those working in the face of multigrade classes , which have such rich experiences that deserve to be heard and shared with other professionals, because I believe it is a way to not let these schools suffer abandonment, erasing and silencing , and realize as a way to be valuing and believing in the work of professionals and contribute to the deconstruction of the erroneous view that has been among the multisseridas schools. |
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2019-08-27T15:48:26Z2019-08-27T15:48:26Z2016-07-27http://repositorio.ufsm.br/handle/1/18043This dissertation is about the make-teacher in multigrade classes in the region of Santa Maria, RS, which aims to investigate how it is doing a teacher in multigrade classes, with emphasis on teacher professional development and working conditions of teachers. The research is anchored in a qualitative approach, based on studies by Bauer andGaskell(2002); by Life Stories methodology with an emphasis on narrative (auto) biographical. As information gathering tools narrative interviews were used (auto) biographical, which provided retell the personal and professional trajectory of collaborators. The theoretical framework was based on authors researching this subject, including Abrahão (2006.2008); Antunes( 2001,2007); Antunes; Ribas (2015), Cardoso; Jacomeli (2010). Damasceno; Bessera (2004); Hage (2010a, 2010b, 2011); Bolzan (2002); Isaia (2001) Molinari (2009); Nóvoa (1992.1995); Ribas; Antunes (2014); Santos (2007); Souza (2006, 2011); Souza; Ferreira (2009). I understand that the development of this research was very important because it enabled us to understand that although many challenges that are found in multigrade schools is through / the experience that teachers have been constructed professionals who believe in the work capability in the face of multigrade classes . There is an urgent need for increased research involving this theme, giving voice to those working in the face of multigrade classes , which have such rich experiences that deserve to be heard and shared with other professionals, because I believe it is a way to not let these schools suffer abandonment, erasing and silencing , and realize as a way to be valuing and believing in the work of professionals and contribute to the deconstruction of the erroneous view that has been among the multisseridas schools.Esta dissertação versa sobre o fazer-se professor em turmas multisseriadas, na região de Santa Maria, Rio Grande do Sul, tendo como objetivo investigar como se constitui o fazer-se professor em turmas multisseriadas, com ênfase no desenvolvimento profissional docente e nas condições de trabalho docente. A pesquisa está ancorada em uma abordagem qualitativa, com base nos estudos desenvolvidos por Bauer e Gaskell (2002), por meio da metodologia história de vida, com ênfase nas narrativas (auto)biográficas. Como instrumentos de recolha de informações, foram utilizadas entrevistas narrativas (auto)biográficas, o que proporcionou recontar a trajetória pessoal e profissional das colaboradoras. O referencial teórico foi baseado em autores que pesquisam esse assunto, entre eles Abrahão (2006, 2008); Antunes (2001, 2007); Antunes e Ribas (2015); Cardoso e Jacomeli (2010); Damasceno e Beserra (2004); Hage (2010a, 2010b, 2011); Bolzan (2002); Isaia (2001); Molinari (2009); Nóvoa (1995); Ribas e Antunes (2014); Santos (2007); Souza (2005, 2006); e Souza e Ferreira (2009). Entendo que o desenvolvimento desta pesquisa foi de suma importância, pois possibilitou compreender que, mesmo com tantos desafios encontrados nas escolas multisseriadas, é por meio da/na experiência que as professoras têm se construído profissionais que acreditam na potencialidade do trabalho frente às turmas multisseriadas. Urge a necessidade de aumento de pesquisas envolvendo essa temática, dando voz aos profissionais que trabalham frente às turmas multisseriadas, os quais possuem experiências tão ricas e que merecem ser ouvidas e compartilhadas com outros profissionais, pois acredito que esta seja uma forma de não deixar que tais escolas padeçam do abandono, apagamento e silenciamento, assim como é uma forma de valorizar e acreditar no trabalho desses profissionais e contribuir para a desconstrução da visão errônea que se tem em meio às escolas multisseriadas.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEscolas do campoFormação de professoresTurmas multisseriadasDesenvolvimento profissional docenteField schoolsTeachers formationMultigrade classesTeacher professional developmentCNPQ::CIENCIAS HUMANAS::EDUCACAOO fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciaisThe make-teacher in multigrade classes in the region of Santa Maria/RS: professional development and experiential knowledgeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisAntunes, Helenise Sangoihttp://lattes.cnpq.br/6804330341401151Souza, Elizeu Clementino dehttp://lattes.cnpq.br/3968241717391173Leão, Débora Ortiz dehttp://lattes.cnpq.br/7780429374933352http://lattes.cnpq.br/4322275798898185Ribas, Juliana da Rosa700800000006600b825b34e-d5c5-45ba-826c-f9c81f93dc5ee4bfa80c-dc54-4cad-810a-f2c36ba2f9ce7aca0b4b-1394-4863-b1e3-658a5d9b7dbbbeb92dfc-d7fc-45f2-9185-17b01aae3514reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_RIBAS_JULIANA.pdfDIS_PPGEDUCACAO_RIBAS_JULIANA.pdfDissertação de Mestradoapplication/pdf3969948http://repositorio.ufsm.br/bitstream/1/18043/1/DIS_PPGEDUCACAO_RIBAS_JULIANA.pdfa0d623a7597fad87e3193190467d3543MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
O fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciais |
dc.title.alternative.eng.fl_str_mv |
The make-teacher in multigrade classes in the region of Santa Maria/RS: professional development and experiential knowledge |
title |
O fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciais |
spellingShingle |
O fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciais Ribas, Juliana da Rosa Escolas do campo Formação de professores Turmas multisseriadas Desenvolvimento profissional docente Field schools Teachers formation Multigrade classes Teacher professional development CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciais |
title_full |
O fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciais |
title_fullStr |
O fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciais |
title_full_unstemmed |
O fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciais |
title_sort |
O fazer-se professor em turmas multisseriadas na região de Santa Maria/RS: desenvolvimento profissional e saberes experenciais |
author |
Ribas, Juliana da Rosa |
author_facet |
Ribas, Juliana da Rosa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Antunes, Helenise Sangoi |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6804330341401151 |
dc.contributor.referee1.fl_str_mv |
Souza, Elizeu Clementino de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3968241717391173 |
dc.contributor.referee2.fl_str_mv |
Leão, Débora Ortiz de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7780429374933352 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4322275798898185 |
dc.contributor.author.fl_str_mv |
Ribas, Juliana da Rosa |
contributor_str_mv |
Antunes, Helenise Sangoi Souza, Elizeu Clementino de Leão, Débora Ortiz de |
dc.subject.por.fl_str_mv |
Escolas do campo Formação de professores Turmas multisseriadas Desenvolvimento profissional docente |
topic |
Escolas do campo Formação de professores Turmas multisseriadas Desenvolvimento profissional docente Field schools Teachers formation Multigrade classes Teacher professional development CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Field schools Teachers formation Multigrade classes Teacher professional development |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation is about the make-teacher in multigrade classes in the region of Santa Maria, RS, which aims to investigate how it is doing a teacher in multigrade classes, with emphasis on teacher professional development and working conditions of teachers. The research is anchored in a qualitative approach, based on studies by Bauer andGaskell(2002); by Life Stories methodology with an emphasis on narrative (auto) biographical. As information gathering tools narrative interviews were used (auto) biographical, which provided retell the personal and professional trajectory of collaborators. The theoretical framework was based on authors researching this subject, including Abrahão (2006.2008); Antunes( 2001,2007); Antunes; Ribas (2015), Cardoso; Jacomeli (2010). Damasceno; Bessera (2004); Hage (2010a, 2010b, 2011); Bolzan (2002); Isaia (2001) Molinari (2009); Nóvoa (1992.1995); Ribas; Antunes (2014); Santos (2007); Souza (2006, 2011); Souza; Ferreira (2009). I understand that the development of this research was very important because it enabled us to understand that although many challenges that are found in multigrade schools is through / the experience that teachers have been constructed professionals who believe in the work capability in the face of multigrade classes . There is an urgent need for increased research involving this theme, giving voice to those working in the face of multigrade classes , which have such rich experiences that deserve to be heard and shared with other professionals, because I believe it is a way to not let these schools suffer abandonment, erasing and silencing , and realize as a way to be valuing and believing in the work of professionals and contribute to the deconstruction of the erroneous view that has been among the multisseridas schools. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-07-27 |
dc.date.accessioned.fl_str_mv |
2019-08-27T15:48:26Z |
dc.date.available.fl_str_mv |
2019-08-27T15:48:26Z |
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 |
http://repositorio.ufsm.br/handle/1/18043 |
url |
http://repositorio.ufsm.br/handle/1/18043 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
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 Educação |
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 |
dc.source.none.fl_str_mv |
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