Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitors

Detalhes bibliográficos
Autor(a) principal: Rodrigues, Anny Camila Lima
Data de Publicação: 2020
Outros Autores: Costa, Odaléia Alves da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/7996
Resumo: The Pedagogy of Alternation is a form of teaching organization where the spaces of formation intersperse between school and community. In this sense, we aim to analyze the narratives of the subjects investigated about their experiences about knowledge, experience and pedagogical knowledge. The study is a field research, with a qualitative approach. In obtaining data, we conducted the narrative interview with teachers-monitors of the “Casa Familiar Rural Vivendo a Esperança in São João do Sóter/ MA”. We took as theoretical support Pimenta (2005), Freire (2007), Tardif (2014), among others. It is noteworthy that 85.8% of the interlocutors have 5 (five) years or less experience time. It was evidenced that the subjects feel pleasure in sharing the knowledge with the students, knowledge that goes beyond the teaching of the contents. It is also possible to highlight that initial training allowed teachers to acquire knowledge that directly influences the way they develop their activities in the classroom. It is concluded that the interlocutors are possessed of savvy of knowledge, experience and pedagogical and act as teacher-monitors who value and respect the specificities of field education. This research brought reflections on the education of the field and teaching knowledge, opening possibilities for other researchers to be interested in the theme and to develop future studies.
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spelling Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitorsCasa Familiar Rural Vivendo a Esperança en San Juan do Sóter/ MA: un análisis del conocimiento del conocimiento, la experiencia y la pedagogía de los maestros-monitoresCasa Familiar Rural Vivendo a Esperança em São João do Sóter/ MA: uma análise dos saberes do conhecimento, da experiência e pedagógicos dos professores-monitoresEducação do campo. Saberes docentes. Professor-monitor.Educación del campo. Conocimientos de los maestros. Maestro-monitor.Field education. Know teachers. Teacher-monitor.The Pedagogy of Alternation is a form of teaching organization where the spaces of formation intersperse between school and community. In this sense, we aim to analyze the narratives of the subjects investigated about their experiences about knowledge, experience and pedagogical knowledge. The study is a field research, with a qualitative approach. In obtaining data, we conducted the narrative interview with teachers-monitors of the “Casa Familiar Rural Vivendo a Esperança in São João do Sóter/ MA”. We took as theoretical support Pimenta (2005), Freire (2007), Tardif (2014), among others. It is noteworthy that 85.8% of the interlocutors have 5 (five) years or less experience time. It was evidenced that the subjects feel pleasure in sharing the knowledge with the students, knowledge that goes beyond the teaching of the contents. It is also possible to highlight that initial training allowed teachers to acquire knowledge that directly influences the way they develop their activities in the classroom. It is concluded that the interlocutors are possessed of savvy of knowledge, experience and pedagogical and act as teacher-monitors who value and respect the specificities of field education. This research brought reflections on the education of the field and teaching knowledge, opening possibilities for other researchers to be interested in the theme and to develop future studies.La Pedagogía de la Alternancia es una forma de organización docente donde los espacios de formación se intercalan entre la escuela y la comunidad. En este sentido, pretendemos analizar las narrativas de los sujetos investigados sobre sus experiencias sobre conocimientos, experiencia y conocimientos pedagógicos. El estudio se ocupa de una investigación de campo, con un enfoque cualitativo. En la obtención de datos, realizamos la entrevista narrativa con profesores-monitores de la “Casa Familiar Rural Vivendo a Esperança en São João do Sóter/ MA”. Tomamos como soporte teórico Pimenta (2005), Freire (2007), Tardif (2014), entre otros. Cabe destacar que el 85,8% de los interlocutores tienen 5 (cinco) años o menos de experiencia. Se evidó que los maestros sienten placer al compartir los conocimientos con los estudiantes, conocimiento que va más allá de la enseñanza de los contenidos. También es posible destacar que la formación inicial permitió a los profesores adquirir conocimientos que influyen directamente en la forma en que desarrollan sus actividades en el aula. Se concluye que los interlocutores poseen conocimientos de conocimiento, experiencia y pedagógico y actúan como maestros-monitores que valoran y respetan las especificidades de la educación del campo. Esta investigación trajo reflexiones sobre la educación del campo y el conocimiento de la enseñanza, abriendo posibilidades para que otros investigadores se interesen en el tema y desarrollen estudios futuros.A Pedagogia da Alternância é uma forma de organização de ensino onde os espaços de formação intercalam entre escola e comunidade. Neste sentido, objetivamos analisar as narrativas dos sujeitos investigados sobre suas vivências acerca dos saberes do conhecimento, da experiência e pedagógicos. O estudo trata de uma pesquisa de campo, com abordagem qualitativa. Na obtenção de dados, realizamos a entrevista narrativa com professores-monitores da Casa Familiar Rural Vivendo a Esperança em São João do Sóter/ MA. Tomamos como suporte teórico Pimenta (2005), Freire (2007), Tardif (2014), entre outros. Destaca-se que 85,8% dos interlocutores possuem 5 (cinco) anos ou menos tempo de experiência. Evidenciou-se que os sujeitos sentem prazer em partilhar os conhecimentos com os alunos, conhecimentos estes que vão além do ensino dos conteúdos. É possível destacar, ainda, que a formação inicial possibilitou aos docentes a aquisição de saberes que influenciam diretamente o modo como desenvolvem suas atividades em sala de aula. Conclui-se que os sujeitos interlocutores são possuidores de saberes do conhecimento, da experiência e pedagógicos e atuam como professores-monitores que valorizam e respeitam as especificidades da educação do campo. Esta pesquisa trouxe reflexões sobre a educação do campo e os saberes docentes, abrindo possibilidades para que outros pesquisadores se interessem pela temática e elaborem estudos futuros.Research, Society and Development2020-09-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/799610.33448/rsd-v9i9.7996Research, Society and Development; Vol. 9 No. 9; e942997996Research, Society and Development; Vol. 9 Núm. 9; e942997996Research, Society and Development; v. 9 n. 9; e9429979962525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/7996/7302Copyright (c) 2020 Anny Camila Lima Rodrigues; Odaleia Alves da Costahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRodrigues, Anny Camila LimaCosta, Odaléia Alves da 2020-09-18T01:42:11Zoai:ojs.pkp.sfu.ca:article/7996Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:30:34.637022Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitors
Casa Familiar Rural Vivendo a Esperança en San Juan do Sóter/ MA: un análisis del conocimiento del conocimiento, la experiencia y la pedagogía de los maestros-monitores
Casa Familiar Rural Vivendo a Esperança em São João do Sóter/ MA: uma análise dos saberes do conhecimento, da experiência e pedagógicos dos professores-monitores
title Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitors
spellingShingle Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitors
Rodrigues, Anny Camila Lima
Educação do campo. Saberes docentes. Professor-monitor.
Educación del campo. Conocimientos de los maestros. Maestro-monitor.
Field education. Know teachers. Teacher-monitor.
title_short Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitors
title_full Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitors
title_fullStr Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitors
title_full_unstemmed Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitors
title_sort Rural Family House Vivendo a Esperança in São João do Sóter/ MA: an analysis of the knowledge of knowledge, experience and pedagogical of teachers-monitors
author Rodrigues, Anny Camila Lima
author_facet Rodrigues, Anny Camila Lima
Costa, Odaléia Alves da
author_role author
author2 Costa, Odaléia Alves da
author2_role author
dc.contributor.author.fl_str_mv Rodrigues, Anny Camila Lima
Costa, Odaléia Alves da
dc.subject.por.fl_str_mv Educação do campo. Saberes docentes. Professor-monitor.
Educación del campo. Conocimientos de los maestros. Maestro-monitor.
Field education. Know teachers. Teacher-monitor.
topic Educação do campo. Saberes docentes. Professor-monitor.
Educación del campo. Conocimientos de los maestros. Maestro-monitor.
Field education. Know teachers. Teacher-monitor.
description The Pedagogy of Alternation is a form of teaching organization where the spaces of formation intersperse between school and community. In this sense, we aim to analyze the narratives of the subjects investigated about their experiences about knowledge, experience and pedagogical knowledge. The study is a field research, with a qualitative approach. In obtaining data, we conducted the narrative interview with teachers-monitors of the “Casa Familiar Rural Vivendo a Esperança in São João do Sóter/ MA”. We took as theoretical support Pimenta (2005), Freire (2007), Tardif (2014), among others. It is noteworthy that 85.8% of the interlocutors have 5 (five) years or less experience time. It was evidenced that the subjects feel pleasure in sharing the knowledge with the students, knowledge that goes beyond the teaching of the contents. It is also possible to highlight that initial training allowed teachers to acquire knowledge that directly influences the way they develop their activities in the classroom. It is concluded that the interlocutors are possessed of savvy of knowledge, experience and pedagogical and act as teacher-monitors who value and respect the specificities of field education. This research brought reflections on the education of the field and teaching knowledge, opening possibilities for other researchers to be interested in the theme and to develop future studies.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/7996
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url https://rsdjournal.org/index.php/rsd/article/view/7996
identifier_str_mv 10.33448/rsd-v9i9.7996
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/7996/7302
dc.rights.driver.fl_str_mv Copyright (c) 2020 Anny Camila Lima Rodrigues; Odaleia Alves da Costa
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Anny Camila Lima Rodrigues; Odaleia Alves da Costa
https://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 Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 9; e942997996
Research, Society and Development; Vol. 9 Núm. 9; e942997996
Research, Society and Development; v. 9 n. 9; e942997996
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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