Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public school

Detalhes bibliográficos
Autor(a) principal: Henz, Celso Ilgo
Data de Publicação: 2018
Outros Autores: Signor, Patrícia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/16478
Resumo: This article presents reflections of a qualitative research, the result of a master's thesis that aims to study and understand the permanent self(trans)formation of teachers and students through the interlacing of the educational practice praxis with the popular pedagogy. Were interlaced the concepts of permanent formation (FREIRE, 2011a), teacher training (IMBERNÓN, 2011) and permanent self(trans)formation (HENZ; FREITAS, 2015a, 2015b), the work brings the contributions of Freire's popular pedagogy (2011a) as a possibility for the public school and a more meaningful education for the learners and educators. The methodological approach chosen was based on the Investigative-Formative Dialogical Circles (HENZ, 2014, 2015; HENZ; FREITAS, 2015a), which privilege spaces for dialogue and self(trans)formation teacher with emphasis and closeness in the students, involved with the community and the reality of the subjects. The methodology is characterized as research-participant (BRANDÃO, 2001), performed by means of Investigative-formative Dialogical Circles with the collective of educators of a public school in Barra Funda, RS. The analysis showed that the dialogue has much to contribute to the moments of self(trans)formation of the educators, coauthors of the research, from the daily and disturbing themes that emerged from the Circles, opening the possibility of self(trans)formation for teachers and the public school itself can construct a more problematic, dialogical and human education.
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spelling Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public schoolProcedimientos de auto(trans)formación permanente con educadores: posibilidades de reinvención de la pedagogía popular en la escuela públicaProcessos de auto(trans)formação permanente com educadores: possibilidades de reinvenção da pedagogia popular na escola públicaAuto(trans)formação permanenteEducação popularEscola públicaAuto(trans)formación permanenteEducación popularEscuela públicaSelf(trans)formationPopular educationPublic schoolThis article presents reflections of a qualitative research, the result of a master's thesis that aims to study and understand the permanent self(trans)formation of teachers and students through the interlacing of the educational practice praxis with the popular pedagogy. Were interlaced the concepts of permanent formation (FREIRE, 2011a), teacher training (IMBERNÓN, 2011) and permanent self(trans)formation (HENZ; FREITAS, 2015a, 2015b), the work brings the contributions of Freire's popular pedagogy (2011a) as a possibility for the public school and a more meaningful education for the learners and educators. The methodological approach chosen was based on the Investigative-Formative Dialogical Circles (HENZ, 2014, 2015; HENZ; FREITAS, 2015a), which privilege spaces for dialogue and self(trans)formation teacher with emphasis and closeness in the students, involved with the community and the reality of the subjects. The methodology is characterized as research-participant (BRANDÃO, 2001), performed by means of Investigative-formative Dialogical Circles with the collective of educators of a public school in Barra Funda, RS. The analysis showed that the dialogue has much to contribute to the moments of self(trans)formation of the educators, coauthors of the research, from the daily and disturbing themes that emerged from the Circles, opening the possibility of self(trans)formation for teachers and the public school itself can construct a more problematic, dialogical and human education.Este artículo presenta reflexiones de una investigación cualitativa, resultado de una tesis de maestría que se propuso a estudiar y comprender la auto(trans)formación permanente de profesores y estudiantes por el entrelazamiento de la praxis educativa escolar con la pedagogía popular. En este sentido, el trabajo trae las contribuciones de la pedagogía popular de Freire, y se ha conexo a los conceptos de formación permanente (FREIRE, 2011a), formación docente (IMBERNÓN, 2011) y auto(trans)formación permanente (HENZ; FREITAS, 2015a, 2015b) como una posibilidad para la escuela pública y una educación más significativa para los educandos y educadores. El enfoque metodológico escogido se basó en los Círculos Dialógicos Investigativo-formativos (HENZ, 2014, 2015; HENZ; FREITAS, 2015a) que privilegian espacios de diálogo y auto (trans) formación docente con énfasis y proximidad en el cotidiano de los estudiantes y la comunidad. La metodología se caracteriza como investigación-participante (BRANDÃO, 2001), hecha por medio de Círculos Dialógicos Investigativo-formativos con el colectivo de educadoras de una escuela pública de Barra Funda, RS. El análisis mostró que el diálogo contribuye con los momentos de auto(trans)formación de las educadoras, coautoras de la investigación, a partir de temáticas cotidianas e inquietantes que surgieron de los Círculos, abriendo la posibilidad de auto (trans) formación para los docentes y la propia escuela pública construya una educación más problemática, dialógica y humana.Neste artigo apresentam-se reflexões de uma pesquisa qualitativa, fruto de uma dissertação de mestrado em que se propôs estudar e compreender a auto(trans)formação permanente de professores e estudantes pelo entrelaçamento da práxis educativa escolar com a pedagogia popular. Foram abordados os conceitos de formação permanente (FREIRE, 2011a), formação docente (IMBERNÓN, 2011) e auto(trans)formação permanente (HENZ; FREITAS, 2015a, 2015b). O trabalho traz as contribuições da pedagogia popular de Freire (2011a) como uma possibilidade para a escola pública e uma educação mais significativa para educandos e educadores. A abordagem metodológica escolhida foi embasada nos Círculos Dialógicos Investigativo-formativos (HENZ, 2014, 2015; HENZ; FREITAS, 2015a), que privilegiam espaços de diálogo e auto(trans)formação docente com ênfase e proximidade no cotidiano dos estudantes e da comunidade. A metodologia caracteriza-se como pesquisa-participante (BRANDÃO, 2001), realizada por meio de Círculos Dialógicos Investigativo-formativos com o coletivo de educadoras de uma escola pública de Barra Funda, RS. A análise mostrou que o diálogo tem muito a contribuir para os momentos de auto(trans)formação com as educadoras, coautoras da pesquisa, a partir de temáticas cotidianas e inquietantes que emergiram dos Círculos, abrindo a possibilidade de auto(trans)formação para que os docentes e a própria escola pública construam uma educação mais problematizadora, dialógica e humana.Universidade do Oeste de Santa Catarina2018-12-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/1647810.18593/r.v43iesp.16478Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 273-298Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 273-298Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 273-298Roteiro; v. 43 (2018): Roteiro Edição Especial; 273-298Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 273-2982177-60590104-431110.18593/r.v43iespreponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/16478/pdfhttps://periodicos.unoesc.edu.br/roteiro/article/view/16478/13639Copyright (c) 2018 Roteiroinfo:eu-repo/semantics/openAccessHenz, Celso IlgoSignor, Patrícia2020-11-12T21:23:27Zoai:ojs.periodicos.unoesc.edu.br:article/16478Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2020-11-12T21:23:27Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public school
Procedimientos de auto(trans)formación permanente con educadores: posibilidades de reinvención de la pedagogía popular en la escuela pública
Processos de auto(trans)formação permanente com educadores: possibilidades de reinvenção da pedagogia popular na escola pública
title Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public school
spellingShingle Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public school
Henz, Celso Ilgo
Auto(trans)formação permanente
Educação popular
Escola pública
Auto(trans)formación permanente
Educación popular
Escuela pública
Self(trans)formation
Popular education
Public school
title_short Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public school
title_full Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public school
title_fullStr Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public school
title_full_unstemmed Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public school
title_sort Self(trans)formation processes permanent with educators: possibilities of reinvention of the pedagogy of popular education in the public school
author Henz, Celso Ilgo
author_facet Henz, Celso Ilgo
Signor, Patrícia
author_role author
author2 Signor, Patrícia
author2_role author
dc.contributor.author.fl_str_mv Henz, Celso Ilgo
Signor, Patrícia
dc.subject.por.fl_str_mv Auto(trans)formação permanente
Educação popular
Escola pública
Auto(trans)formación permanente
Educación popular
Escuela pública
Self(trans)formation
Popular education
Public school
topic Auto(trans)formação permanente
Educação popular
Escola pública
Auto(trans)formación permanente
Educación popular
Escuela pública
Self(trans)formation
Popular education
Public school
description This article presents reflections of a qualitative research, the result of a master's thesis that aims to study and understand the permanent self(trans)formation of teachers and students through the interlacing of the educational practice praxis with the popular pedagogy. Were interlaced the concepts of permanent formation (FREIRE, 2011a), teacher training (IMBERNÓN, 2011) and permanent self(trans)formation (HENZ; FREITAS, 2015a, 2015b), the work brings the contributions of Freire's popular pedagogy (2011a) as a possibility for the public school and a more meaningful education for the learners and educators. The methodological approach chosen was based on the Investigative-Formative Dialogical Circles (HENZ, 2014, 2015; HENZ; FREITAS, 2015a), which privilege spaces for dialogue and self(trans)formation teacher with emphasis and closeness in the students, involved with the community and the reality of the subjects. The methodology is characterized as research-participant (BRANDÃO, 2001), performed by means of Investigative-formative Dialogical Circles with the collective of educators of a public school in Barra Funda, RS. The analysis showed that the dialogue has much to contribute to the moments of self(trans)formation of the educators, coauthors of the research, from the daily and disturbing themes that emerged from the Circles, opening the possibility of self(trans)formation for teachers and the public school itself can construct a more problematic, dialogical and human education.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/16478
10.18593/r.v43iesp.16478
url https://periodicos.unoesc.edu.br/roteiro/article/view/16478
identifier_str_mv 10.18593/r.v43iesp.16478
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/16478/pdf
https://periodicos.unoesc.edu.br/roteiro/article/view/16478/13639
dc.rights.driver.fl_str_mv Copyright (c) 2018 Roteiro
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Roteiro
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 273-298
Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 273-298
Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 273-298
Roteiro; v. 43 (2018): Roteiro Edição Especial; 273-298
Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 273-298
2177-6059
0104-4311
10.18593/r.v43iesp
reponame:Roteiro (Joaçaba. Online)
instname:Universidade do Oeste de Santa Catarina (UNOESC)
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instname_str Universidade do Oeste de Santa Catarina (UNOESC)
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repository.name.fl_str_mv Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)
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