Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux

Detalhes bibliográficos
Autor(a) principal: Silva, Francislene Neres Santos
Data de Publicação: 2020
Outros Autores: Massena, Elisa Prestes
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904
Resumo: ABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST.
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spelling Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. GirouxContinuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. GirouxFormación continua de profesores del MST: una relectura teórica de la situación de estudio a partir de Henry A. GirouxContinuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. GirouxFormação Continuada de professores do MST: uma releitura teórica da Situação de Estudo a partir de Henry A. GirouxABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST.ABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST.RESUMEN. Discusiones referentes a la enseñanza de las ciencias en el contexto nacional han ayudado en la formación inicial y continuada de profesores, como contribución a la calidad de la enseñanza y el aprendizaje. En este sentido, este trabajo explicita una relectura de la propuesta de Situación de Estudio (SE) para la formación de profesores del MST, dialogando con la pedagogía crítica de Henry A. Giroux. La investigación, fruto de una tesis de maestría, fue desarrollada en el Centro Integrado Florestan Fernandes en el Asentamiento Terra a Vista, ubicada en Arataca/Bahía, constituyéndose de los siguientes instrumentos: a) Proyecto Político Pedagógico (PPP); b) Cuestionarios realizados con 12 profesores de la escuela; c) Encuestas realizadas con la coordinadora, el director de la escuela y tres profesores participantes del curso. Los datos provenientes de todos los instrumentos se analizaron a la luz del análisis textual discursivo (ATD). Por medio de las etapas que fueron desarrolladas podemos percibir las aproximaciones de la SE y la formación de profesores del MST, así como su relación con la pedagogía crítica y con la pedagogía del MST.ABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST.Formação Continuada de professores do MST: uma releitura teórica da Situação de Estudo a partir de Henry A. Giroux Discussões referentes ao ensino de Ciências no contexto nacional têm auxiliado na formação inicial e continuada de professores, como contribuição para a qualidade do ensino e aprendizagem. Nesse sentido, este trabalho explicita uma releitura da proposta de Situação de Estudo (SE) para a formação de professores do MST, dialogando com a pedagogia crítica de Henry A. Giroux. A pesquisa, fruto de uma dissertação, foi desenvolvida no Centro Integrado Florestan Fernandes do Assentamento Terra à Vista, localizada em Arataca/Bahia, constituindo-se dos seguintes instrumentos: a) Projeto Político Pedagógico (PPP); b) Questionários realizados com doze professores da escola; c) Entrevistas realizadas com a coordenadora, o diretor da escola e três professores participantes do curso. Os dados provenientes de todos os instrumentos foram analisados à luz da Análise Textual Discursiva (ATD). Por meio das etapas que foram desenvolvidas, podemos perceber aproximações a partir do teórico adotado com a SE e a formação de professores do MST, bem como relações com a pedagogia crítica e com a pedagogia do MST. Palavras-chave: Formação Continuada, MST, Situação de Estudo, Ensino de Ciências.   Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux ABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST. Keywords: Continuing Training, MST, Study Situation, Science Teaching.   Formación continua de profesores del MST: una relectura teórica de la situación de estudio a partir de Henry A. Giroux                                    RESUMEN. Discusiones referentes a la enseñanza de las ciencias en el contexto nacional han ayudado en la formación inicial y continuada de profesores, como contribución a la calidad de la enseñanza y el aprendizaje. En este sentido, este trabajo explicita una relectura de la propuesta de Situación de Estudio (SE) para la formación de profesores del MST, dialogando con la pedagogía crítica de Henry A. Giroux. La investigación, fruto de una tesis de maestría, fue desarrollada en el Centro Integrado Florestan Fernandes en el Asentamiento Terra a Vista, ubicada en Arataca/Bahía, constituyéndose de los siguientes instrumentos: a) Proyecto Político Pedagógico (PPP); b) Cuestionarios realizados con 12 profesores de la escuela; c) Encuestas realizadas con la coordinadora, el director de la escuela y tres profesores participantes del curso. Los datos provenientes de todos los instrumentos se analizaron a la luz del análisis textual discursivo (ATD). Por medio de las etapas que fueron desarrolladas podemos percibir las aproximaciones de la SE y la formación de profesores del MST, así como su relación con la pedagogía crítica y con la pedagogía del MST. Palabras clave: Formación Continua, MST, Situación de Estudio, Enseñanza de las Ciencias.Universidade Federal do Tocantins2020-09-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/890410.20873/uft.rbec.e8904Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e8904Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8904Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8904Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8904Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e89042525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904/17404https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904/17405https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904/17406https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904/17407Copyright (c) 2020 Francislene Neres Santos Silva, Elisa Prestes Massenainfo:eu-repo/semantics/openAccessSilva, Francislene Neres Santos Massena, Elisa Prestes2020-09-29T19:22:52Zoai:ojs.revista.uft.edu.br:article/8904Revistahttps://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:2020-09-29T19:22:52Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
Formación continua de profesores del MST: una relectura teórica de la situación de estudio a partir de Henry A. Giroux
Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
Formação Continuada de professores do MST: uma releitura teórica da Situação de Estudo a partir de Henry A. Giroux
title Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
spellingShingle Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
Silva, Francislene Neres Santos
title_short Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
title_full Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
title_fullStr Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
title_full_unstemmed Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
title_sort Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux
author Silva, Francislene Neres Santos
author_facet Silva, Francislene Neres Santos
Massena, Elisa Prestes
author_role author
author2 Massena, Elisa Prestes
author2_role author
dc.contributor.author.fl_str_mv Silva, Francislene Neres Santos
Massena, Elisa Prestes
description ABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-29
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dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904
10.20873/uft.rbec.e8904
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904
identifier_str_mv 10.20873/uft.rbec.e8904
dc.language.iso.fl_str_mv por
eng
language por
eng
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904/17405
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904/17406
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8904/17407
dc.rights.driver.fl_str_mv Copyright (c) 2020 Francislene Neres Santos Silva, Elisa Prestes Massena
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Francislene Neres Santos Silva, Elisa Prestes Massena
eu_rights_str_mv openAccess
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text/html
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. 5 (2020): Publicação Contínua / Continuous Publication; e8904
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8904
Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8904
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8904
Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e8904
2525-4863
reponame:Revista Brasileira de Educação do Campo
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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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