Internship as event: paraphrase and polysemy in the wandering of the senses
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Data de Publicação: | 2016 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Ciência e Cultura |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.38 |
Resumo: | In 2014, we developed a qualitative research, of the case study type, in which we address the affectations of the compulsory curricular stage and its echoes in the formation of the teaching identities of six licenciandas of the Pedagogy Course (FACED / UFRGS). We discussed conceptions developed by Maurice Tardif and Danielle Raymond, António Nóvoa, Selma Garrido Pimenta and Maria Socorro Lima, Michel Pêcheux and Eni Orlandi. The research design was drawn from the perspective of Menga Lüdke, Marli André and Maria Cecília de Souza Minayo. The empirical corpus was composed by the statements of the licensees produced in a focal group interview, and were later cut out due to the strangeness that they caused in us. In the analyzes, we showed effects of teaching as collaborative work, "human teaching", experience of autonomy and time of change, understanding them as affections that contributed to the constitution of the teaching identities of the licenciandas and allowed to enteender the stage as an event. |
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Internship as event: paraphrase and polysemy in the wandering of the sensesEstágio curricular como acontecimento: paráfrase e polissemia na errância dos sentidosTeacher Identity; Curricular Internship; Discourse Analysis; Michel Pêcheux.Educação; Análise de Discurso; Formação de ProfessoresIdentidade Docente; Estágio Curricular; Análise de Discurso; Michel Pêcheux.In 2014, we developed a qualitative research, of the case study type, in which we address the affectations of the compulsory curricular stage and its echoes in the formation of the teaching identities of six licenciandas of the Pedagogy Course (FACED / UFRGS). We discussed conceptions developed by Maurice Tardif and Danielle Raymond, António Nóvoa, Selma Garrido Pimenta and Maria Socorro Lima, Michel Pêcheux and Eni Orlandi. The research design was drawn from the perspective of Menga Lüdke, Marli André and Maria Cecília de Souza Minayo. The empirical corpus was composed by the statements of the licensees produced in a focal group interview, and were later cut out due to the strangeness that they caused in us. In the analyzes, we showed effects of teaching as collaborative work, "human teaching", experience of autonomy and time of change, understanding them as affections that contributed to the constitution of the teaching identities of the licenciandas and allowed to enteender the stage as an event.Em 2014, desenvolvemos uma investigação qualitativa, do tipo estudo de caso, na qual abordamos afetações do estágio curricular obrigatório e seus ecos na formação das identidades docentes de seis licenciandas do Curso de Pedagogia (FACED/UFRGS). Discutimos concepções desenvolvidas por Maurice Tardif e Danielle Raymond, António Nóvoa, Selma Garrido Pimenta e Maria Socorro Lima, Michel Pêcheux e Eni Orlandi. O desenho da pesquisa foi traçado desde a perspectiva de Menga Lüdke, Marli André e Maria Cecília de Souza Minayo. O corpus empírico foi composto por depoimentos das licenciandas produzidos em entrevista em grupo focal, tendo sido recortados depois em função do estranhamento que provocaram em nós. Nas análises, evidenciamos efeitos de sentido de docência como trabalho colaborativo, “humana docência”, experiência de autonomia e tempo de mudanças, compreendendo-os como afetações que contribuíram na constituição das identidades docentes das licenciandas e permitiram entender o estágio como um acontecimento.Universidade LaSalle - Unilasalle CanoasMoura, SandraFiss, Dóris Maria Luzzardi2016-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.3810.18316/2236-6377.16.38Educação, Ciência e Cultura; v. 21, n. 2 (2016); p. 195-2252236-6377reponame:Revista Educação Ciência e Culturainstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.38/pdfinfo:eu-repo/semantics/openAccess2017-08-04T19:27:59Zoai:ojs.revistas.unilasalle.edu.br:article/3442Revistahttps://revistas.unilasalle.edu.br/index.php/Educacao/indexONGhttps://revistas.unilasalle.edu.br/index.php/Educacao/oairevistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br2236-63772238-7293opendoar:2017-08-04T19:27:59Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE)false |
dc.title.none.fl_str_mv |
Internship as event: paraphrase and polysemy in the wandering of the senses Estágio curricular como acontecimento: paráfrase e polissemia na errância dos sentidos |
title |
Internship as event: paraphrase and polysemy in the wandering of the senses |
spellingShingle |
Internship as event: paraphrase and polysemy in the wandering of the senses Moura, Sandra Teacher Identity; Curricular Internship; Discourse Analysis; Michel Pêcheux. Educação; Análise de Discurso; Formação de Professores Identidade Docente; Estágio Curricular; Análise de Discurso; Michel Pêcheux. |
title_short |
Internship as event: paraphrase and polysemy in the wandering of the senses |
title_full |
Internship as event: paraphrase and polysemy in the wandering of the senses |
title_fullStr |
Internship as event: paraphrase and polysemy in the wandering of the senses |
title_full_unstemmed |
Internship as event: paraphrase and polysemy in the wandering of the senses |
title_sort |
Internship as event: paraphrase and polysemy in the wandering of the senses |
author |
Moura, Sandra |
author_facet |
Moura, Sandra Fiss, Dóris Maria Luzzardi |
author_role |
author |
author2 |
Fiss, Dóris Maria Luzzardi |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Moura, Sandra Fiss, Dóris Maria Luzzardi |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Teacher Identity; Curricular Internship; Discourse Analysis; Michel Pêcheux. Educação; Análise de Discurso; Formação de Professores Identidade Docente; Estágio Curricular; Análise de Discurso; Michel Pêcheux. |
topic |
Teacher Identity; Curricular Internship; Discourse Analysis; Michel Pêcheux. Educação; Análise de Discurso; Formação de Professores Identidade Docente; Estágio Curricular; Análise de Discurso; Michel Pêcheux. |
description |
In 2014, we developed a qualitative research, of the case study type, in which we address the affectations of the compulsory curricular stage and its echoes in the formation of the teaching identities of six licenciandas of the Pedagogy Course (FACED / UFRGS). We discussed conceptions developed by Maurice Tardif and Danielle Raymond, António Nóvoa, Selma Garrido Pimenta and Maria Socorro Lima, Michel Pêcheux and Eni Orlandi. The research design was drawn from the perspective of Menga Lüdke, Marli André and Maria Cecília de Souza Minayo. The empirical corpus was composed by the statements of the licensees produced in a focal group interview, and were later cut out due to the strangeness that they caused in us. In the analyzes, we showed effects of teaching as collaborative work, "human teaching", experience of autonomy and time of change, understanding them as affections that contributed to the constitution of the teaching identities of the licenciandas and allowed to enteender the stage as an event. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-20 |
dc.type.none.fl_str_mv |
|
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://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.38 10.18316/2236-6377.16.38 |
url |
https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.38 |
identifier_str_mv |
10.18316/2236-6377.16.38 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.38/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Educação, Ciência e Cultura; v. 21, n. 2 (2016); p. 195-225 2236-6377 reponame:Revista Educação Ciência e Cultura instname:Universidade La Salle (UNILASALLE) instacron:UNILASALLE |
instname_str |
Universidade La Salle (UNILASALLE) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Revista Educação Ciência e Cultura |
collection |
Revista Educação Ciência e Cultura |
repository.name.fl_str_mv |
Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE) |
repository.mail.fl_str_mv |
revistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br |
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1788165871215050752 |