Teacher training: Senses of being a teacher in a daycare situation

Detalhes bibliográficos
Autor(a) principal: Vasconcelos, Maria Goreth da Silva
Data de Publicação: 2022
Outros Autores: Barros, João Luiz da Costa
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista @mbienteeducação
Texto Completo: https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1137
Resumo: This article aims to socialize, briefly, part of the results of a doctoral research that aimed to understand the identity weaving of teachers in daycare situations in the city of Manaus. In this context, we tried to answer the following question: How do teachers who work in daycare centers in the city of Manaus give sense/significance to the identity processes that cross through them, and how do they (re)construct them, through the interactions involving: life trajectories/cultural formation; teaching formation/professional insertion? From the emergence of narratives and memories pertinent to seven collaborators in the study, the research with multi-referential inspiration and the use of bricolage as a possible movement in the constructive experimentation of the investigative journey, ventured into dialogue with the foundations of Edgar Morin's Complexity Theory and Vygotsky and collaborators' Cultural-Historical Approach. The discussions point to the empirical categories, related to elements of life history, previous to the professional insertion of the teachers, and which are related to the current constitutive processes that cross through them as historical subjects, in order to re-signify themselves and lead to a new, more elaborate organization of their professionalism in daycare. In this sense, they present as an important reflection in the conception of being a teacher in daycare situations the meaning of the socio-historical process in teacher education as a human activity in social and cultural relations, configuring the understanding of pedagogical thought in its complexity.
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spelling Teacher training: Senses of being a teacher in a daycare situationFormación docente: Sentidos del ser profesor en situación de guarderíaFormação docente: Sentidos do ser professor em situação de crecheProcessos IdentitáriosFormação DocenteEducação InfantilCrecheIdentity ProcessesTeacher TrainingChild educationDaycare centerProcesos IdentitariosFormación DocenteEducación InfantilGuarderíaThis article aims to socialize, briefly, part of the results of a doctoral research that aimed to understand the identity weaving of teachers in daycare situations in the city of Manaus. In this context, we tried to answer the following question: How do teachers who work in daycare centers in the city of Manaus give sense/significance to the identity processes that cross through them, and how do they (re)construct them, through the interactions involving: life trajectories/cultural formation; teaching formation/professional insertion? From the emergence of narratives and memories pertinent to seven collaborators in the study, the research with multi-referential inspiration and the use of bricolage as a possible movement in the constructive experimentation of the investigative journey, ventured into dialogue with the foundations of Edgar Morin's Complexity Theory and Vygotsky and collaborators' Cultural-Historical Approach. The discussions point to the empirical categories, related to elements of life history, previous to the professional insertion of the teachers, and which are related to the current constitutive processes that cross through them as historical subjects, in order to re-signify themselves and lead to a new, more elaborate organization of their professionalism in daycare. In this sense, they present as an important reflection in the conception of being a teacher in daycare situations the meaning of the socio-historical process in teacher education as a human activity in social and cultural relations, configuring the understanding of pedagogical thought in its complexity.Este artículo tiene como objetivo socializar, de manera sucinta, parte de los resultados de una investigación doctoral que tuvo como objetivo comprender la identidad tesituras de los maestros en la situación de guardería en la ciudad de Manaos. En este contexto tratamos de responder a la siguiente pregunta: ¿Cómo los maestros que trabajan en guarderías de la ciudad de Manaos dan sentido/significado a los procesos de identidad, que los atraviesan, y cómo (re)construyen, a través de interacciones que involucran: trayectorias de vida/formación cultural; formación del profesorado/inserción profesional? A partir de la aparición de narrativas y memorias pertinentes a siete colaboradores en el estudio, la investigación con inspiración multirreferencial y uso del bricolaje como posible movimiento en la experimentación constructiva del paseo investigativo, se aventuró en el diálogo con los fundamentos de la Teoría de la Complejidad de Edgar Morin y el Enfoque Histórico-Cultural de Vigotski y colaboradores. Las discusiones apuntan a las categorías empíricas, relacionadas con elementos de la historia de vida, previas a la inserción profesional de los docentes, y que se relacionan con los procesos constitutivos actuales que los atraviesan como sujetos históricos, con el fin de resignificarse y conducir a una nueva organización, más elaborada de su profesionalidad en el centro de día. En este sentido, presentan como una importante reflexión en la concepción de ser docente en situaciones de guardería el significado del proceso sociohistórico en la formación docente como actividad humana en las relaciones sociales y culturales, configurando la comprensión del pensamiento pedagógico en su complejidad.Este artigo objetiva socializar, de maneira sucinta, parte dos resultados de uma pesquisa de doutorado que teve como objetivo compreender as tessituras identitárias de professores em situação de creche na cidade de Manaus[1]. Nesse contexto procuramos responder à seguinte questão: Como os professores que atuam em creches, na cidade de Manaus, dão sentido/significado aos processos identitários, que os atravessam, e como os (re) constroem, por meio das interações que envolvem: trajetórias de vida/formação cultural; formação docente/inserção profissional? A partir da emergência de narrativas e memórias pertinentes a sete colaboradoras no estudo, a pesquisa com inspiração multirreferencial e uso da bricolagem como movimento possível na experimentação construtiva da caminhada investigativa, aventurou-se no diálogo com os fundamentos da Teoria da Complexidade de Edgar Morin e Abordagem Histórico-Cultural de Vigotski e colaboradores. As discussões apontam as categorias empíricas, relacionadas a elementos de história de vida, anteriores à inserção profissional das docentes, e que têm relação com os processos constitutivos atuais que as atravessam enquanto sujeitos históricos, de modo a se ressignificarem e a se conduzirem para uma organização nova, mais elaborada de sua profissionalidade na creche. Nesse sentido, apresentam como uma reflexão importante na concepção de ser professor em situações de creche o sentido do processo sócio-histórico na formação docente enquanto atividade humana nas relações sociais e culturais, configurando o entendimento do pensamento pedagógico em sua complexidade.   [1] Trata-se da tese: Tessituras identitárias de professores em situação de creche na cidade de Manaus, de autoria de Maria Goreth da Silva Vasconcelos, sob a orientação do professor Dr. João Luiz da Costa Barros.Universidade Cidade de São Paulo2022-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/htmlhttps://publicacoes.unicid.edu.br/ambienteeducacao/article/view/113710.26843/ae.v15i00.1137Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e022007Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e022007Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e0220071982-863210.26843/ae.v15i00reponame:Revista @mbienteeducaçãoinstname:Universidade Cidade de São Paulo (UNICID)instacron:UNICIDporenghttps://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1137/953https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1137/954https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1137/955Copyright (c) 2022 João Luiz da Costa Barros, Maria Gorete da Silva Vasconcelosinfo:eu-repo/semantics/openAccessVasconcelos, Maria Goreth da SilvaBarros, João Luiz da Costa2023-02-02T17:28:42Zoai:ojs.pkp.sfu.ca:article/1137Revistahttp://publicacoes.unicid.edu.br/index.php/ambienteeducacao/oai1982-86321982-8632opendoar:2023-02-02T17:28:42Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)false
dc.title.none.fl_str_mv Teacher training: Senses of being a teacher in a daycare situation
Formación docente: Sentidos del ser profesor en situación de guardería
Formação docente: Sentidos do ser professor em situação de creche
title Teacher training: Senses of being a teacher in a daycare situation
spellingShingle Teacher training: Senses of being a teacher in a daycare situation
Vasconcelos, Maria Goreth da Silva
Processos Identitários
Formação Docente
Educação Infantil
Creche
Identity Processes
Teacher Training
Child education
Daycare center
Procesos Identitarios
Formación Docente
Educación Infantil
Guardería
title_short Teacher training: Senses of being a teacher in a daycare situation
title_full Teacher training: Senses of being a teacher in a daycare situation
title_fullStr Teacher training: Senses of being a teacher in a daycare situation
title_full_unstemmed Teacher training: Senses of being a teacher in a daycare situation
title_sort Teacher training: Senses of being a teacher in a daycare situation
author Vasconcelos, Maria Goreth da Silva
author_facet Vasconcelos, Maria Goreth da Silva
Barros, João Luiz da Costa
author_role author
author2 Barros, João Luiz da Costa
author2_role author
dc.contributor.author.fl_str_mv Vasconcelos, Maria Goreth da Silva
Barros, João Luiz da Costa
dc.subject.por.fl_str_mv Processos Identitários
Formação Docente
Educação Infantil
Creche
Identity Processes
Teacher Training
Child education
Daycare center
Procesos Identitarios
Formación Docente
Educación Infantil
Guardería
topic Processos Identitários
Formação Docente
Educação Infantil
Creche
Identity Processes
Teacher Training
Child education
Daycare center
Procesos Identitarios
Formación Docente
Educación Infantil
Guardería
description This article aims to socialize, briefly, part of the results of a doctoral research that aimed to understand the identity weaving of teachers in daycare situations in the city of Manaus. In this context, we tried to answer the following question: How do teachers who work in daycare centers in the city of Manaus give sense/significance to the identity processes that cross through them, and how do they (re)construct them, through the interactions involving: life trajectories/cultural formation; teaching formation/professional insertion? From the emergence of narratives and memories pertinent to seven collaborators in the study, the research with multi-referential inspiration and the use of bricolage as a possible movement in the constructive experimentation of the investigative journey, ventured into dialogue with the foundations of Edgar Morin's Complexity Theory and Vygotsky and collaborators' Cultural-Historical Approach. The discussions point to the empirical categories, related to elements of life history, previous to the professional insertion of the teachers, and which are related to the current constitutive processes that cross through them as historical subjects, in order to re-signify themselves and lead to a new, more elaborate organization of their professionalism in daycare. In this sense, they present as an important reflection in the conception of being a teacher in daycare situations the meaning of the socio-historical process in teacher education as a human activity in social and cultural relations, configuring the understanding of pedagogical thought in its complexity.
publishDate 2022
dc.date.none.fl_str_mv 2022-06-01
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://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1137
10.26843/ae.v15i00.1137
url https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1137
identifier_str_mv 10.26843/ae.v15i00.1137
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1137/953
https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1137/954
https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1137/955
dc.rights.driver.fl_str_mv Copyright (c) 2022 João Luiz da Costa Barros, Maria Gorete da Silva Vasconcelos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 João Luiz da Costa Barros, Maria Gorete da Silva Vasconcelos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Cidade de São Paulo
publisher.none.fl_str_mv Universidade Cidade de São Paulo
dc.source.none.fl_str_mv Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e022007
Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e022007
Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e022007
1982-8632
10.26843/ae.v15i00
reponame:Revista @mbienteeducação
instname:Universidade Cidade de São Paulo (UNICID)
instacron:UNICID
instname_str Universidade Cidade de São Paulo (UNICID)
instacron_str UNICID
institution UNICID
reponame_str Revista @mbienteeducação
collection Revista @mbienteeducação
repository.name.fl_str_mv Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)
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