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
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
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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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 |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/7996 10.33448/rsd-v9i9.7996 |
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 |
_version_ |
1797052739883106304 |