Teacher training: Senses of being a teacher in a daycare situation
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Data de Publicação: | 2022 |
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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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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) |
repository.mail.fl_str_mv |
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1798315140516413440 |