HISTÓRIAS DE VIDA E MEMÓRIAS LITERÁRIAS: UMA NARRATIVA SOBRE A PRÁTICA

• Ano de defesa: 2012
• Autor(a) principal: Silva, Márcia Maria da
• Orientador(a): Demartini, Zeila de Brito Fabri
• Banca de defesa: Freitas, Anamaria Gonçalves de , Santos Neto, Elydio dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de São Paulo
• Programa de Pós-Graduação: PÓS GRADUAÇÃO EM EDUCAÇÃO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Pesquisa autobiográfica; Formação; Prática de Ensino; Linguagem Escrita; Ensino Fundamental
• Palavras-chave em Inglês: Autobiographical research; Training; Teaching Practice; Written Language; Elementary School
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/967

The objective of this work is to promote the discussion about the pedagogical practice and analyze it by means of the record of a reading and writing project developed in a group of the 4th year (current 5th year) in the Elementary School, carried out at the São Paulo State Public School, Iracema de Barros Bertolaso, in the city of Mauá. It is also intended to make teachers aware of the importance of the work shared with the students, the respect to the childhood ideas and the certainty of how critical it is to connect teaching and learning to pleasure. The project resulted in the book Histórias hilárias de uma 4a série (e outros resgates), published by SCORTECCI and released in 2008. In order to reconstruct this story, we recovered the records of the teaching work experience I carried out in 2006, as well as a survey of documents, such as pictures, reports, productions of students and articles published in newspapers in which they took part. The research led me to make a new contact with some former-students to compose, also by means of interviews, this picture aimed at dimensioning the reach of the work carried out. Portraying our own practice and making it available for research formed the valuable tool to reconstruct the meaning of our actions as these provided us with significant data and reflection. Binding this analysis to the study of the personal formation course, made by means of a biographical approach, allowed us to amplify our understanding how much we brought the personal living influence to the teaching exercise. We believe that the personal formation path, as well as a living experience with a group of students, is justified in this research as they contribute to enlarge the studies on this subject-matter.