Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linhas Críticas (Online) |
Texto Completo: | https://periodicos.unb.br/index.php/linhascriticas/article/view/8226 |
Resumo: | This work intends, through a partial report of its development and results, to discuss and analyze the importance of teaching training narratives in the scope of educational research. In this perspective, the research reported here was carried out at a public school in DF, Brasília, which attends the elementary school segment from the first to the fifth year and sought to identify and analyze conceptions of primary school teachers about their own experiences of reading throughout their school trajectory, as well as to understand the existence or not of a dialogue of these teachers’ personal experiences and their present pedagogical practices in the teaching of reading. In this direction , a research focus was used based on narratives of the teachers’ formation and their written experiences through themes and proposals related to the objectives of the research. One of these proposals was a request to the teachers to write a letter to teachers who have been in some way remarkable about the teaching and learning of reading. In this perspective, to amplify this discussion we will bring Benjamin’s contribution, which will deepen the relations between experience and narrative, and Vygotsy’s and Bakhtin’s, whose work understands language as organizer of thought, planner of action, allowing a distancing of immediate events and our own life. The fact that teachers have privileged situations not directly related to the teaching and learning processes of reading, but to aspects of the teacher and student relationship may indicate that for these teachers, these relationships seem to have a greater weight in their training trajectories. |
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Cartas ao mar... De experiências que nos habitam: Narrativas de formação docenteNarrativaFormaçãoLeituraNarrativaFormaciónLecturaNarrativeFormationReadingThis work intends, through a partial report of its development and results, to discuss and analyze the importance of teaching training narratives in the scope of educational research. In this perspective, the research reported here was carried out at a public school in DF, Brasília, which attends the elementary school segment from the first to the fifth year and sought to identify and analyze conceptions of primary school teachers about their own experiences of reading throughout their school trajectory, as well as to understand the existence or not of a dialogue of these teachers’ personal experiences and their present pedagogical practices in the teaching of reading. In this direction , a research focus was used based on narratives of the teachers’ formation and their written experiences through themes and proposals related to the objectives of the research. One of these proposals was a request to the teachers to write a letter to teachers who have been in some way remarkable about the teaching and learning of reading. In this perspective, to amplify this discussion we will bring Benjamin’s contribution, which will deepen the relations between experience and narrative, and Vygotsy’s and Bakhtin’s, whose work understands language as organizer of thought, planner of action, allowing a distancing of immediate events and our own life. The fact that teachers have privileged situations not directly related to the teaching and learning processes of reading, but to aspects of the teacher and student relationship may indicate that for these teachers, these relationships seem to have a greater weight in their training trajectories.Este trabajo se propone, a través de un relato parcial de su desarrollo y resultados, discutir y analizar la importancia de las narrativas de formación docente en el campo de la investigación educativa. En esta perspectiva, la investigación aquí relatada fue realizada en una escuela de la red publica de educación del DF (Distrito Federal), Brasilia, que atiende el segmento de la educación básica de primero a quinto año y buscó identificar e analizar las concepciones de los profesores de educación básica acerca de sus experiencias de lectura a lo largo de su trayectoria educativa, así como comprender la existencia o no de este diálogo con sus practicas pedagógicas actuales en la enseñanza de la lectura. En esta dirección, fue utilizado un enfoque de investigación basado en narrativas del proceso formativo y escrituras de si mismo a través de temas y propuestas relacionadas a los objetivos de la investigación. Una de estas propuestas consistió en una petición a los profesores que escribieran una carta a sus profesores que, de una cierta forma, han sido marcantes en lo quese refiere a la enseñanza y aprendizaje de la lectura. En esta perspectiva, para ampliar esta discusión traemos la contribuición de Benjamin, que va a profundizar las relaciones entre la experiência y la narrativa, y de Vygotsky y Bakhtin que comprenden el linguaje como organizador del pensamiento, planificador de la acción, permitiendo un distanciamiento de los acontecimientos inmediatos y de la nuestra propia vida. El hecho de que los profesores hayan privilegiado situaciones no diretamente relacionadas a los procesos de enseñanza y aprendizaje de la lectura, sino a aspectos de la relación profesor y alumno, pueden indicar que para estos profesores estas relaciones parecen tener un peso más grande en sus trayectorias de formación.Este trabalho pretende, através de um relato parcial de seu desenvolvimento e resultados, discutir e analisar a importância das narrativas de formação de professores no âmbito da pesquisa educacional. Nessa perspectiva, a pesquisa aqui relatada foi realizada em uma escola da rede pública de ensino do DF, Brasília, que atende o segmento do ensino fundamental de primeiro ao quinto ano e buscou identificar e analisar concepções de professores de ensino básico sobre suas experiências de leitura ao longo de sua trajetória escolar, bem como compreender a existência ou não de um diálogo destas com suas práticas pedagógicas atuais no ensino de leitura. Nessa direção, utilizou-se um enfoque de pesquisa baseado em narrativas de formação e escritas de si através de temas e propostas relacionados aos objetivos da pesquisa. Uma dessas propostas consistiu num pedido aos professores que escrevessem uma carta a professores que tenham sido, de alguma forma, marcantes no que diz respeito ao ensino e à aprendizagem da leitura. Nesta perspectiva, para ampliarmos essa discussão, traremos a contribuição de Benjamin, que vai aprofundar as relações entre experiência e narrativa, e de Vygotsky e Bakhtin, que compreendem a linguagem como organizadora do pensamento e planejadora da ação, permitindo um distanciamento dos acontecimentos imediatos e da nossa própria vida. O fato dos professores terem privilegiado situações não diretamente relacionadas a processos de ensino e aprendizagem da leitura, mas a aspectos da relação professor e aluno, pode indicar que para estes docentes tais relações parecem ter um maior peso nas suas trajetórias de formação.Faculdade de Educação - Universidade de Brasília2018-02-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/822610.26512/lc.v23i51.8226Linhas Críticas; Vol. 23 No. 51 (2017): Educação, desenvolvimento humano e narrativas de formação - Metodologias de pesquisa; 311-328Linhas Críticas; Vol. 23 Núm. 51 (2017): Educação, desenvolvimento humano e narrativas de formação - Metodologias de pesquisa; 311-328Linhas Críticas; v. 23 n. 51 (2017): Educação, desenvolvimento humano e narrativas de formação - Metodologias de pesquisa; 311-3281981-04311516-489610.26512/lc.v23i51reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/8226/6738Copyright (c) 2018 LChttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessHenriques, Eda Maria de OliveiraAzevedo, Mônica Maria de2021-09-14T23:10:15Zoai:ojs.pkp.sfu.ca:article/8226Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2021-09-14T23:10:15Linhas Críticas (Online) - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente |
title |
Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente |
spellingShingle |
Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente Henriques, Eda Maria de Oliveira Narrativa Formação Leitura Narrativa Formación Lectura Narrative Formation Reading |
title_short |
Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente |
title_full |
Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente |
title_fullStr |
Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente |
title_full_unstemmed |
Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente |
title_sort |
Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente |
author |
Henriques, Eda Maria de Oliveira |
author_facet |
Henriques, Eda Maria de Oliveira Azevedo, Mônica Maria de |
author_role |
author |
author2 |
Azevedo, Mônica Maria de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Henriques, Eda Maria de Oliveira Azevedo, Mônica Maria de |
dc.subject.por.fl_str_mv |
Narrativa Formação Leitura Narrativa Formación Lectura Narrative Formation Reading |
topic |
Narrativa Formação Leitura Narrativa Formación Lectura Narrative Formation Reading |
description |
This work intends, through a partial report of its development and results, to discuss and analyze the importance of teaching training narratives in the scope of educational research. In this perspective, the research reported here was carried out at a public school in DF, Brasília, which attends the elementary school segment from the first to the fifth year and sought to identify and analyze conceptions of primary school teachers about their own experiences of reading throughout their school trajectory, as well as to understand the existence or not of a dialogue of these teachers’ personal experiences and their present pedagogical practices in the teaching of reading. In this direction , a research focus was used based on narratives of the teachers’ formation and their written experiences through themes and proposals related to the objectives of the research. One of these proposals was a request to the teachers to write a letter to teachers who have been in some way remarkable about the teaching and learning of reading. In this perspective, to amplify this discussion we will bring Benjamin’s contribution, which will deepen the relations between experience and narrative, and Vygotsy’s and Bakhtin’s, whose work understands language as organizer of thought, planner of action, allowing a distancing of immediate events and our own life. The fact that teachers have privileged situations not directly related to the teaching and learning processes of reading, but to aspects of the teacher and student relationship may indicate that for these teachers, these relationships seem to have a greater weight in their training trajectories. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-02-02 |
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://periodicos.unb.br/index.php/linhascriticas/article/view/8226 10.26512/lc.v23i51.8226 |
url |
https://periodicos.unb.br/index.php/linhascriticas/article/view/8226 |
identifier_str_mv |
10.26512/lc.v23i51.8226 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/linhascriticas/article/view/8226/6738 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 LC http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 LC http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Educação - Universidade de Brasília |
publisher.none.fl_str_mv |
Faculdade de Educação - Universidade de Brasília |
dc.source.none.fl_str_mv |
Linhas Críticas; Vol. 23 No. 51 (2017): Educação, desenvolvimento humano e narrativas de formação - Metodologias de pesquisa; 311-328 Linhas Críticas; Vol. 23 Núm. 51 (2017): Educação, desenvolvimento humano e narrativas de formação - Metodologias de pesquisa; 311-328 Linhas Críticas; v. 23 n. 51 (2017): Educação, desenvolvimento humano e narrativas de formação - Metodologias de pesquisa; 311-328 1981-0431 1516-4896 10.26512/lc.v23i51 reponame:Linhas Críticas (Online) instname:Universidade de Brasília (UnB) instacron:UnB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UnB |
institution |
UnB |
reponame_str |
Linhas Críticas (Online) |
collection |
Linhas Críticas (Online) |
repository.name.fl_str_mv |
Linhas Críticas (Online) - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
rvlinhas@unb.br |
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1805309286868320256 |