A herança do esquecimento: saberes docentes nas narrativas de formação
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/7198 |
Resumo: | The present work fits the Research, Training, Knowledge and Professional Development (LP1) area, of the Postgraduate Program on Education of the Education Center, at the Federal University of Santa Maria (UFSM) and seeks explore the influences to the field of Education Philosophy on current teachers training in Brazil, approaching the research on this area and strengthening a process that is still recent, of thinking about the ethical and asthetical potential of the teaching knowledge. The need for this study is justified by the concern manifested in documents such as the National Curriculum Guidelines for the Undergraduate Course in Pedagogy (Brazil, 2006) and also by the theoretical and literature review, according to a critical-theoretical conception of education, in which the idea that the present time is substantially marked by the inheritance of forgetfulness underlies. The study was developed by means of a documental analysis of internship reports from the Pedagogy course of UFSM, following a qualitative approach and a hermeneutics-reconstructive understanding, outlining the present reports in the internship reports as training narratives. Therefore, the question is: how is the sensitivity in the training of teachers being developed for understanding of the remains of babarism in a time that is the heir of forgetfulness? Hence, the main objective of this research is to investigate the possibility of aggregating the asthetical-ethical horizon to the teaching knowledge, by means of the notion of experience, thematizing the narratives reverberated by the teachers under training in the time os forgetfulness. So, thinking about contributions about the pedagogical self-enlightenment of teaching provokes concern with the teaching rationality that circulates in the pedagogical environment. Within the work in question, this implies to assert how the practical-epistemological rationality, inserted in the syllabus of teachers training with some notion of knowledge and experience, limited to cognitiveness, contributed for the perpetuation of forgetfulness in the social sphere. |
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2016-02-292016-02-292015-08-21PEDROSO, Eliana Regina Fritzen. THE INHERITANCE OF FORGETFULNESS: KNOWLEDGE OF TEACHING IN NARRATIVES ON TRAINING. 2015. 105 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015.http://repositorio.ufsm.br/handle/1/7198The present work fits the Research, Training, Knowledge and Professional Development (LP1) area, of the Postgraduate Program on Education of the Education Center, at the Federal University of Santa Maria (UFSM) and seeks explore the influences to the field of Education Philosophy on current teachers training in Brazil, approaching the research on this area and strengthening a process that is still recent, of thinking about the ethical and asthetical potential of the teaching knowledge. The need for this study is justified by the concern manifested in documents such as the National Curriculum Guidelines for the Undergraduate Course in Pedagogy (Brazil, 2006) and also by the theoretical and literature review, according to a critical-theoretical conception of education, in which the idea that the present time is substantially marked by the inheritance of forgetfulness underlies. The study was developed by means of a documental analysis of internship reports from the Pedagogy course of UFSM, following a qualitative approach and a hermeneutics-reconstructive understanding, outlining the present reports in the internship reports as training narratives. Therefore, the question is: how is the sensitivity in the training of teachers being developed for understanding of the remains of babarism in a time that is the heir of forgetfulness? Hence, the main objective of this research is to investigate the possibility of aggregating the asthetical-ethical horizon to the teaching knowledge, by means of the notion of experience, thematizing the narratives reverberated by the teachers under training in the time os forgetfulness. So, thinking about contributions about the pedagogical self-enlightenment of teaching provokes concern with the teaching rationality that circulates in the pedagogical environment. Within the work in question, this implies to assert how the practical-epistemological rationality, inserted in the syllabus of teachers training with some notion of knowledge and experience, limited to cognitiveness, contributed for the perpetuation of forgetfulness in the social sphere.O presente trabalho de dissertação enquadra-se na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional (LP1), do Programa de Pós-Graduação em Educação, do Centro de Educação, da Universidade Federal de Santa Maria (UFSM) e busca lançar problematizar as influências do campo da filosofia da educação sobre a atual formação de professores no Brasil, abordando as pesquisas dessa área e fortalecendo um processo que é ainda recente, de pensar acerca do potencial ético e estético dos saberes docentes. A necessidade deste estudo se justifica, pela preocupação manifestada em documentos como as Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia, licenciatura (BRASIL, 2006) e ainda pelo levantamento teórico-bibliográfico realizado, segundo uma concepção teórico-crítica de educação, na qual subjaz a ideia de que o tempo presente está marcado substancialmente pela herança do esquecimento. A pesquisa desenvolveu-se por meio de uma análise documental de relatórios de estágio do curso de Pedagogia Licenciatura Plena da UFSM, seguindo uma abordagem qualitativa e uma compreensão hermenêutica-reconstrutiva, delineando os relatos presentes nos relatórios de estágio como narrativas de formação. Diante disso, questiona-se: Como está sendo desenvolvida a sensibilidade no campo da formação de professores para compreensão dos vestígios da barbárie num tempo herdeiro do esquecimento? Desse modo, o objetivo central da pesquisa é investigar a possibilidade de agregar aos saberes docentes o horizonte ético-estético, por meio da noção de experiência, tematizando as narrativas repercutidas pelos professores em formação sob a influência de um tempo marcado pelo esquecimento. Assim, pensar contribuições acerca do autoesclarecimento pedagógico da docência provoca uma preocupação com as racionalidades docentes que circulam no ambiente pedagógico. No âmbito do trabalho em questão, isso implica perquirir como a racionalidade epistemológico-prática, inserida no currículo da formação de professores com uma noção de saber e experiência, limitada ao cognitivo, contribuiu para que se perpetue na esfera social a herança do esquecimento.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoSaberes docentesNarrativas de formaçãoHerança do esquecimentoMemóriaÉtica e estéticaTeaching knowledgeTraining narrativesInheritance of forgetfulnessMemoryEthics and aestheticsCNPQ::CIENCIAS HUMANAS::EDUCACAOA herança do esquecimento: saberes docentes nas narrativas de formaçãoThe inheritance of forgetfulness: knowledge of teaching in narratives on traininginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrevisan, Amarildo Luizhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794804Z1#BancasOurique, Maiane Liana Hatschbachhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777523T7Ghiggi, Gomercindohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4723384E9Oliveira, Valeska Maria Fortes dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4728785U2http://lattes.cnpq.br/4057247902325473Pedroso, Eliana Regina Fritzen700800000006400500300300300500d89eb085-4184-4078-b26a-646eb9ff6d45e74b9509-cc22-4707-b41d-f0c4994c088ab7243d70-c92c-4aad-a088-c6f34a994fc76ce83206-acf2-434d-bb3f-99cae7af599ea5834c07-3c92-4640-b2f6-2acb6878729finfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALPEDROSO, ELIANA REGINA FRITZEN.pdfapplication/pdf817383http://repositorio.ufsm.br/bitstream/1/7198/1/PEDROSO%2c%20ELIANA%20REGINA%20FRITZEN.pdf88f9671c057907af59373dd79f8cabb8MD51TEXTPEDROSO, ELIANA REGINA FRITZEN.pdf.txtPEDROSO, ELIANA REGINA FRITZEN.pdf.txtExtracted texttext/plain251792http://repositorio.ufsm.br/bitstream/1/7198/2/PEDROSO%2c%20ELIANA%20REGINA%20FRITZEN.pdf.txt6951742b0ae641fe928f279358cd4cb9MD52THUMBNAILPEDROSO, ELIANA REGINA FRITZEN.pdf.jpgPEDROSO, ELIANA REGINA FRITZEN.pdf.jpgIM Thumbnailimage/jpeg4895http://repositorio.ufsm.br/bitstream/1/7198/3/PEDROSO%2c%20ELIANA%20REGINA%20FRITZEN.pdf.jpg32af6afaf0f50dffa23ade6500432f30MD531/71982021-04-07 14:31:46.098oai:repositorio.ufsm.br:1/7198Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2021-04-07T17:31:46Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
A herança do esquecimento: saberes docentes nas narrativas de formação |
dc.title.alternative.eng.fl_str_mv |
The inheritance of forgetfulness: knowledge of teaching in narratives on training |
title |
A herança do esquecimento: saberes docentes nas narrativas de formação |
spellingShingle |
A herança do esquecimento: saberes docentes nas narrativas de formação Pedroso, Eliana Regina Fritzen Saberes docentes Narrativas de formação Herança do esquecimento Memória Ética e estética Teaching knowledge Training narratives Inheritance of forgetfulness Memory Ethics and aesthetics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A herança do esquecimento: saberes docentes nas narrativas de formação |
title_full |
A herança do esquecimento: saberes docentes nas narrativas de formação |
title_fullStr |
A herança do esquecimento: saberes docentes nas narrativas de formação |
title_full_unstemmed |
A herança do esquecimento: saberes docentes nas narrativas de formação |
title_sort |
A herança do esquecimento: saberes docentes nas narrativas de formação |
author |
Pedroso, Eliana Regina Fritzen |
author_facet |
Pedroso, Eliana Regina Fritzen |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Trevisan, Amarildo Luiz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794804Z1#Bancas |
dc.contributor.advisor-co1.fl_str_mv |
Ourique, Maiane Liana Hatschbach |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777523T7 |
dc.contributor.referee1.fl_str_mv |
Ghiggi, Gomercindo |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4723384E9 |
dc.contributor.referee2.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4728785U2 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4057247902325473 |
dc.contributor.author.fl_str_mv |
Pedroso, Eliana Regina Fritzen |
contributor_str_mv |
Trevisan, Amarildo Luiz Ourique, Maiane Liana Hatschbach Ghiggi, Gomercindo Oliveira, Valeska Maria Fortes de |
dc.subject.por.fl_str_mv |
Saberes docentes Narrativas de formação Herança do esquecimento Memória Ética e estética |
topic |
Saberes docentes Narrativas de formação Herança do esquecimento Memória Ética e estética Teaching knowledge Training narratives Inheritance of forgetfulness Memory Ethics and aesthetics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching knowledge Training narratives Inheritance of forgetfulness Memory Ethics and aesthetics |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present work fits the Research, Training, Knowledge and Professional Development (LP1) area, of the Postgraduate Program on Education of the Education Center, at the Federal University of Santa Maria (UFSM) and seeks explore the influences to the field of Education Philosophy on current teachers training in Brazil, approaching the research on this area and strengthening a process that is still recent, of thinking about the ethical and asthetical potential of the teaching knowledge. The need for this study is justified by the concern manifested in documents such as the National Curriculum Guidelines for the Undergraduate Course in Pedagogy (Brazil, 2006) and also by the theoretical and literature review, according to a critical-theoretical conception of education, in which the idea that the present time is substantially marked by the inheritance of forgetfulness underlies. The study was developed by means of a documental analysis of internship reports from the Pedagogy course of UFSM, following a qualitative approach and a hermeneutics-reconstructive understanding, outlining the present reports in the internship reports as training narratives. Therefore, the question is: how is the sensitivity in the training of teachers being developed for understanding of the remains of babarism in a time that is the heir of forgetfulness? Hence, the main objective of this research is to investigate the possibility of aggregating the asthetical-ethical horizon to the teaching knowledge, by means of the notion of experience, thematizing the narratives reverberated by the teachers under training in the time os forgetfulness. So, thinking about contributions about the pedagogical self-enlightenment of teaching provokes concern with the teaching rationality that circulates in the pedagogical environment. Within the work in question, this implies to assert how the practical-epistemological rationality, inserted in the syllabus of teachers training with some notion of knowledge and experience, limited to cognitiveness, contributed for the perpetuation of forgetfulness in the social sphere. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-08-21 |
dc.date.accessioned.fl_str_mv |
2016-02-29 |
dc.date.available.fl_str_mv |
2016-02-29 |
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.citation.fl_str_mv |
PEDROSO, Eliana Regina Fritzen. THE INHERITANCE OF FORGETFULNESS: KNOWLEDGE OF TEACHING IN NARRATIVES ON TRAINING. 2015. 105 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/7198 |
identifier_str_mv |
PEDROSO, Eliana Regina Fritzen. THE INHERITANCE OF FORGETFULNESS: KNOWLEDGE OF TEACHING IN NARRATIVES ON TRAINING. 2015. 105 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
url |
http://repositorio.ufsm.br/handle/1/7198 |
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