Meanings attributed to teaching practice in a popular preparatory course

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Guilherme Faria
Data de Publicação: 2023
Outros Autores: Santeiro , Tales Vilela, Pereira , Helena de Ornellas Sivieri
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de educação popular (Online)
Texto Completo: https://seer.ufu.br/index.php/reveducpop/article/view/67585
Resumo: This study aimed to understand the meanings attributed by teachers of a popular course to their experiences as trainers. This is a descriptive study with a qualitative approach. Fifteen teachers participated. For data collection, a semi-guided interview script was individually applied, organized by Braun and Clarke's thematic analysis, and analyzed by authors of the area. Three thematic categories were identified: (a) the teacher's know-how in the teacher's training practice; (b) popular education in the democratization of education; and (c) the relation student-educator: learning to teach. As a result, it was noticed that teachers face difficulties in classroom didactics and in the effectiveness of the affirmative action policy due to the logic of “approvals”.
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spelling Meanings attributed to teaching practice in a popular preparatory courseSignificados atribuidos por los profesores a la práctica docente en un curso popularSentidos atribuídos por professores à prática docente em um cursinho popularPopular CourseTeacher TrainingPopular EducationInclusive EducationTeachersCursinho PopularFormação DocenteEducação PopularEducação InclusivaProfessorescurso popularformación docenteeducación populareducación inclusivaprofessoresThis study aimed to understand the meanings attributed by teachers of a popular course to their experiences as trainers. This is a descriptive study with a qualitative approach. Fifteen teachers participated. For data collection, a semi-guided interview script was individually applied, organized by Braun and Clarke's thematic analysis, and analyzed by authors of the area. Three thematic categories were identified: (a) the teacher's know-how in the teacher's training practice; (b) popular education in the democratization of education; and (c) the relation student-educator: learning to teach. As a result, it was noticed that teachers face difficulties in classroom didactics and in the effectiveness of the affirmative action policy due to the logic of “approvals”.Este estudio pretendía comprender los significados atribuidos por los profesores de un cursinho popular a sus experiencias como formadores. Este es un estudio descriptivo de enfoque cualitativo. Participaron 15 profesores. Para la recolección de los datos, se aplicó un guión de entrevista semi-guiada individualmente, fueron organizados por el análisis temático de Braun y Clarke y analizados por autores del área. Se identificaron tres categorías temáticas: (a) el saber-hacer-docente en la práctica de la formación del profesorado, (b) la Educación Popular en la democratización de la educación; y (c) la relación educador-educando: aprender a enseñar. Como resultados se observó que los profesores tienen dificultades en la didáctica del aula y en la eficacia de la política de acción afirmativa frente a la lógica de las ‘aprobaciones’.Este estudo objetivou compreender os sentidos atribuídos por professores de um cursinho popular às suas experiências como formadores. Trata-se de um estudo descritivo, de abordagem qualitativa. Quinze professores participaram. Para a coleta dos dados, um roteiro de entrevista semidirigida foi aplicado individualmente. Os dados foram organizados pela análise temática de Braun e Clarke e analisados por autores da área. Foram identificadas três categorias temáticas: (a) o saber-fazer-docente na prática formadora do professor; (b) a educação popular na democratização do ensino; e (c) a relação educando-educador: aprender para ensinar. Como resultados, percebeu-se que os professores enfrentam dificuldades na didática em sala de aula e na efetivação da política de ação afirmativa diante da lógica de “aprovações”.  Universidade Federal de Uberlândia2023-04-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://seer.ufu.br/index.php/reveducpop/article/view/6758510.14393/REP-2023-67585Revista de Educação Popular; v. 22 n. 1 (2023): Revista de Educação Popular (ISSN 1982-7660) ; 231-2501982-76601678-5622reponame:Revista de educação popular (Online)instname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/reveducpop/article/view/67585/36019Copyright (c) 2023 Guilherme Faria Ribeiro, Tales Vilela Santeiro , Helena de Ornellas Sivieri Pereira https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessRibeiro, Guilherme FariaSanteiro , Tales VilelaPereira , Helena de Ornellas Sivieri2023-04-28T19:44:48Zoai:ojs.www.seer.ufu.br:article/67585Revistahttp://www.seer.ufu.br/index.php/reveducpopPUBhttp://www.seer.ufu.br/index.php/reveducpop/oairevistapopular@proex.ufu.br||revistapopular@proex.ufu.br1678-56221982-7660opendoar:2023-04-28T19:44:48Revista de educação popular (Online) - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Meanings attributed to teaching practice in a popular preparatory course
Significados atribuidos por los profesores a la práctica docente en un curso popular
Sentidos atribuídos por professores à prática docente em um cursinho popular
title Meanings attributed to teaching practice in a popular preparatory course
spellingShingle Meanings attributed to teaching practice in a popular preparatory course
Ribeiro, Guilherme Faria
Popular Course
Teacher Training
Popular Education
Inclusive Education
Teachers
Cursinho Popular
Formação Docente
Educação Popular
Educação Inclusiva
Professores
curso popular
formación docente
educación popular
educación inclusiva
professores
title_short Meanings attributed to teaching practice in a popular preparatory course
title_full Meanings attributed to teaching practice in a popular preparatory course
title_fullStr Meanings attributed to teaching practice in a popular preparatory course
title_full_unstemmed Meanings attributed to teaching practice in a popular preparatory course
title_sort Meanings attributed to teaching practice in a popular preparatory course
author Ribeiro, Guilherme Faria
author_facet Ribeiro, Guilherme Faria
Santeiro , Tales Vilela
Pereira , Helena de Ornellas Sivieri
author_role author
author2 Santeiro , Tales Vilela
Pereira , Helena de Ornellas Sivieri
author2_role author
author
dc.contributor.author.fl_str_mv Ribeiro, Guilherme Faria
Santeiro , Tales Vilela
Pereira , Helena de Ornellas Sivieri
dc.subject.por.fl_str_mv Popular Course
Teacher Training
Popular Education
Inclusive Education
Teachers
Cursinho Popular
Formação Docente
Educação Popular
Educação Inclusiva
Professores
curso popular
formación docente
educación popular
educación inclusiva
professores
topic Popular Course
Teacher Training
Popular Education
Inclusive Education
Teachers
Cursinho Popular
Formação Docente
Educação Popular
Educação Inclusiva
Professores
curso popular
formación docente
educación popular
educación inclusiva
professores
description This study aimed to understand the meanings attributed by teachers of a popular course to their experiences as trainers. This is a descriptive study with a qualitative approach. Fifteen teachers participated. For data collection, a semi-guided interview script was individually applied, organized by Braun and Clarke's thematic analysis, and analyzed by authors of the area. Three thematic categories were identified: (a) the teacher's know-how in the teacher's training practice; (b) popular education in the democratization of education; and (c) the relation student-educator: learning to teach. As a result, it was noticed that teachers face difficulties in classroom didactics and in the effectiveness of the affirmative action policy due to the logic of “approvals”.
publishDate 2023
dc.date.none.fl_str_mv 2023-04-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/reveducpop/article/view/67585
10.14393/REP-2023-67585
url https://seer.ufu.br/index.php/reveducpop/article/view/67585
identifier_str_mv 10.14393/REP-2023-67585
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/reveducpop/article/view/67585/36019
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Revista de Educação Popular; v. 22 n. 1 (2023): Revista de Educação Popular (ISSN 1982-7660) ; 231-250
1982-7660
1678-5622
reponame:Revista de educação popular (Online)
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Revista de educação popular (Online)
collection Revista de educação popular (Online)
repository.name.fl_str_mv Revista de educação popular (Online) - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistapopular@proex.ufu.br||revistapopular@proex.ufu.br
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