Alternance notebook as instrument of registration, evaluation and teacher training

Detalhes bibliográficos
Autor(a) principal: dos Santos Moreira, Lisiane
Data de Publicação: 2019
Outros Autores: de Oliveira Salgueiro de Moura, Ana Carolina
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6843
Resumo: The Universidade Federal do Pampa, Rio Grande do Sul, in the year 2014, started to offer the Rural Education Licentiate Course, which organizes its schedule in Alternance, in two complementary times: University Time and Community Time. In view of these two times it was proposed to use the Alternance Notebook as an instrument for recording and reflecting on the experiences and practices that are part of and influence the training process of the graduates. The research presented in this article aims to understand the contributions of the Alternance Notebook for the teacher training of these students. Participants in the investigation were graduates of the eighth semester of the course through a questionnaire that was about their experiences with the Alternance Notebook. The methodological path chosen for the analysis of the questionnaire responses was the Qualitative Textual Analysis that enabled the construction of the metatext "the field in writing flowers". Considering that personal and professional development are interrelated, the reflection provided by writing in these Notebook represents privileged action in the formative process.
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spelling Alternance notebook as instrument of registration, evaluation and teacher trainingAlternance notebook as instrument of registration, evaluation and teacher trainingCuaderno de Alternancia como instrumento de registro, evaluación y formación de profesoresAlternance notebook as instrument of registration, evaluation and teacher trainingCadernos de Alternância como instrumento de registro, avaliação e formação de professoresAlternance Notebook; write; teacher trainingCuaderno de Alternancia; escribir; formación de profesoresThe Universidade Federal do Pampa, Rio Grande do Sul, in the year 2014, started to offer the Rural Education Licentiate Course, which organizes its schedule in Alternance, in two complementary times: University Time and Community Time. In view of these two times it was proposed to use the Alternance Notebook as an instrument for recording and reflecting on the experiences and practices that are part of and influence the training process of the graduates. The research presented in this article aims to understand the contributions of the Alternance Notebook for the teacher training of these students. Participants in the investigation were graduates of the eighth semester of the course through a questionnaire that was about their experiences with the Alternance Notebook. The methodological path chosen for the analysis of the questionnaire responses was the Qualitative Textual Analysis that enabled the construction of the metatext "the field in writing flowers". Considering that personal and professional development are interrelated, the reflection provided by writing in these Notebook represents privileged action in the formative process.The Universidade Federal do Pampa, Rio Grande do Sul, in the year 2014, started to offer the Rural Education Licentiate Course, which organizes its schedule in Alternance, in two complementary times: University Time and Community Time. In view of these two times it was proposed to use the Alternance Notebook as an instrument for recording and reflecting on the experiences and practices that are part of and influence the training process of the graduates. The research presented in this article aims to understand the contributions of the Alternance Notebook for the teacher training of these students. Participants in the investigation were graduates of the eighth semester of the course through a questionnaire that was about their experiences with the Alternance Notebook. The methodological path chosen for the analysis of the questionnaire responses was the Qualitative Textual Analysis that enabled the construction of the metatext "the field in writing flowers". Considering that personal and professional development are interrelated, the reflection provided by writing in these Notebook represents privileged action in the formative process.La Universidade Federal do Pampa - Campus Dom Pedrito, en el año 2014, pasó a ofrecer el curso Educación del Campo - Licenciatura, el cual organiza su calendario en Alternancia, en dos tiempos que son complementarios: Tiempo Universidad y Tiempo Comunidad. En virtud de estos dos tiempos se propuso el uso del Cuaderno de Alternancia como instrumento de registro y reflexiones de las experiencias y prácticas que forman parte e influencian el proceso formativo de los licenciandos. La investigación presentada en este artículo tiene como objetivo comprender las contribuciones del Cuaderno de Alternancia para la formación docente de estos licenciandos. Participaron de la investigación licenciandos del octavo semestre del curso por medio de un cuestionario que versaba sobre sus experiencias con el Cuaderno de Alternancia. El camino metodológico escogido para el análisis de las respuestas del cuestionario fue el del Análisis Textual Cualitativo que posibilitó la construcción del metatexto "el campo en flores de escribir". Los resultados muestran que el Cuaderno de Alternancia es un instrumento que posibilita la reflexión de la realidad en su entorno así como una reflexión más amplia sobre la realidad social. Considerando que el desarrollo personal y profesional están interrelacionados, la reflexión proporcionada por la escritura representa una acción privilegiada en el proceso formativo.The Universidade Federal do Pampa, Rio Grande do Sul, in the year 2014, started to offer the Rural Education Licentiate Course, which organizes its schedule in Alternance, in two complementary times: University Time and Community Time. In view of these two times it was proposed to use the Alternance Notebook as an instrument for recording and reflecting on the experiences and practices that are part of and influence the training process of the graduates. The research presented in this article aims to understand the contributions of the Alternance Notebook for the teacher training of these students. Participants in the investigation were graduates of the eighth semester of the course through a questionnaire that was about their experiences with the Alternance Notebook. The methodological path chosen for the analysis of the questionnaire responses was the Qualitative Textual Analysis that enabled the construction of the metatext "the field in writing flowers". Considering that personal and professional development are interrelated, the reflection provided by writing in these Notebook represents privileged action in the formative process.A Universidade Federal do Pampa, Rio Grande do Sul, no ano de 2014, passou a ofertar o curso Educação do Campo - Licenciatura, o qual organiza seu calendário em Alternância, em dois tempos complementares: Tempo Universidade e Tempo Comunidade. Em virtude desses dois tempos foi proposto o uso do Caderno de Alternância como instrumento de registro e reflexões das experiências e práticas que fazem parte e influenciam o processo formativo dos licenciandos. A investigação apresentada nesse artigo tem como objetivo compreender as contribuições do Caderno de Alternância para a formação docente desses licenciandos. Participaram da pesquisa licenciandas do oitavo semestre do curso por meio de questionário que versava sobre suas experiências com o Caderno de Alternância. O caminho metodológico escolhido para a análise das respostas do questionário foi o da Análise Textual Qualitativa que possibilitou a construção do metatexto “o campo em flores de escreveres”. Considerando que desenvolvimento pessoal e profissional estão inter-relacionados, a reflexão proporcionada pela escrita no Caderno representa ação privilegiada no processo formativo. Palavras-chave: Caderno de Alternância, Escrever, Formação de Professores.   Alternance notebook as instrument of registration, evaluation and teacher training ABSTRACT The Universidade Federal do Pampa, Rio Grande do Sul, in the year 2014, started to offer the Rural Education Licentiate Course, which organizes its schedule in Alternance, in two complementary times: University Time and Community Time. In view of these two times it was proposed to use the Alternance Notebook as an instrument for recording and reflecting on the experiences and practices that are part of and influence the training process of the graduates. The research presented in this article aims to understand the contributions of the Alternance Notebook for the teacher training of these students. Participants in the investigation were graduates of the eighth semester of the course through a questionnaire that was about their experiences with the Alternance Notebook. The methodological path chosen for the analysis of the questionnaire responses was the Qualitative Textual Analysis that enabled the construction of the metatext "the field in writing flowers". Considering that personal and professional development are interrelated, the reflection provided by writing in these Notebook represents privileged action in the formative process. Keywords: Alternance Notebook, Write, Teacher Training.   Cuaderno de Alternancia como instrumento de registro, evaluación y formación de profesores RESUMEN La Universidade Federal do Pampa, Rio Grande do Sul, en 2014, pasó a ofrecer el curso Educación del Campo - Licenciatura, el cual organiza su calendario en Alternancia, en dos tiempos que son complementarios: Tiempo Universidad y Tiempo Comunidad. En virtud de estos dos tiempos se propuso el Cuaderno de Alternancia como instrumento de registro y reflexiones de las experiencias y prácticas que forman parte e influencian el proceso formativo de los licenciandos. La investigación presentada en este artículo tiene como objetivo comprender las contribuciones del Cuaderno de Alternancia para la formación de estos licenciandos. Participaron de la investigación licenciandos del octavo semestre por medio de un cuestionario que versaba sobre sus experiencias con el Cuaderno de Alternancia. El camino metodológico escogido para el análisis de las respuestas fue el del Análisis Textual Cualitativo que posibilitó la construcción del metatexto "el campo en flores de escribir". Los resultados muestran que el Cuaderno de Alternancia es un instrumento que posibilita la reflexión de la realidad en su entorno así como una reflexión más amplia sobre la realidad social. Considerando que el desarrollo personal y profesional están interrelacionados, la reflexión proporcionada por la escritura representa una acción privilegiada en el proceso formativo Palabras clave: Cuaderno de Alternancia, Escribir, Formación de Profesores.Universidade Federal do Tocantins2019-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/684310.20873/uft.rbec.e6843Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e6843Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6843Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6843Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6843Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e68432525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6843/16105https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6843/16106Copyright (c) 2019 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessdos Santos Moreira, Lisianede Oliveira Salgueiro de Moura, Ana Carolina2020-12-28T21:54:23Zoai:ojs.revista.uft.edu.br:article/6843Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2020-12-28T21:54:23Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Alternance notebook as instrument of registration, evaluation and teacher training
Alternance notebook as instrument of registration, evaluation and teacher training
Cuaderno de Alternancia como instrumento de registro, evaluación y formación de profesores
Alternance notebook as instrument of registration, evaluation and teacher training
Cadernos de Alternância como instrumento de registro, avaliação e formação de professores
title Alternance notebook as instrument of registration, evaluation and teacher training
spellingShingle Alternance notebook as instrument of registration, evaluation and teacher training
dos Santos Moreira, Lisiane
Alternance Notebook; write; teacher training
Cuaderno de Alternancia; escribir; formación de profesores
title_short Alternance notebook as instrument of registration, evaluation and teacher training
title_full Alternance notebook as instrument of registration, evaluation and teacher training
title_fullStr Alternance notebook as instrument of registration, evaluation and teacher training
title_full_unstemmed Alternance notebook as instrument of registration, evaluation and teacher training
title_sort Alternance notebook as instrument of registration, evaluation and teacher training
author dos Santos Moreira, Lisiane
author_facet dos Santos Moreira, Lisiane
de Oliveira Salgueiro de Moura, Ana Carolina
author_role author
author2 de Oliveira Salgueiro de Moura, Ana Carolina
author2_role author
dc.contributor.author.fl_str_mv dos Santos Moreira, Lisiane
de Oliveira Salgueiro de Moura, Ana Carolina
dc.subject.por.fl_str_mv Alternance Notebook; write; teacher training
Cuaderno de Alternancia; escribir; formación de profesores
topic Alternance Notebook; write; teacher training
Cuaderno de Alternancia; escribir; formación de profesores
description The Universidade Federal do Pampa, Rio Grande do Sul, in the year 2014, started to offer the Rural Education Licentiate Course, which organizes its schedule in Alternance, in two complementary times: University Time and Community Time. In view of these two times it was proposed to use the Alternance Notebook as an instrument for recording and reflecting on the experiences and practices that are part of and influence the training process of the graduates. The research presented in this article aims to understand the contributions of the Alternance Notebook for the teacher training of these students. Participants in the investigation were graduates of the eighth semester of the course through a questionnaire that was about their experiences with the Alternance Notebook. The methodological path chosen for the analysis of the questionnaire responses was the Qualitative Textual Analysis that enabled the construction of the metatext "the field in writing flowers". Considering that personal and professional development are interrelated, the reflection provided by writing in these Notebook represents privileged action in the formative process.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6843
10.20873/uft.rbec.e6843
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6843
identifier_str_mv 10.20873/uft.rbec.e6843
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6843/16105
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6843/16106
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Brasileira de Educação do Campo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Brasileira de Educação do Campo
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e6843
Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6843
Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6843
Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6843
Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e6843
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
instacron:UFT
instname_str Universidade Federal do Tocantins (UFT)
instacron_str UFT
institution UFT
reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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