Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Cabezón, Luciana Barbosa Pereira |
| Orientador(a): |
Liberali, Fernanda Coelho
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/32644
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Resumo: |
The present research aims to investigate the critical-reflective potential of two training livestreams aimed at Early Childhood Education teachers, one offered by the Barueri/SP City Hall and the other by Projeto Brincadas, evaluating their potential for critical-reflective training. From the findings, a propositional methodological analysis is developed to change the content/theme approach from a model that does not value interaction and discussions between participants, or that uses training tools in a restrictive and momentary way, to another more articulated and dynamic one that provides not only more interaction and exchange of experiences among teachers, but, above all, that embodies an opportunity to properly reflect on the relevant topics developed in training, adapting from theory to the action to be carried out by teachers in the school environment. Group dynamics are often present in training, sometimes as relaxation instruments, sometimes for the teacher to better assimilate the content and be able to reproduce it later, but they hardly serve as a reflective instrument for the actual exercise of the proposed action. Focusing on training intertwined with the process of critical reflection of the school routine, the specific objectives support the actions guided by Liberali (2018): (1) Describe the livestreams carried out by trainers from the Barueri/SP city hall and by the Projeto Brincadas organizers; (2) Inform and confront these livestreams; and (3) Rebuild through a livestream training proposal that presupposes critical-reflexive training. The studies are based on Coimbra’s training models (2020), on critical-reflexive training through the Theory of Socio-Historical Activity, a theoretical framework on critical-reflective training based on studies by Freire (1999; 2010), Imbernón (2009; 2010; 2011), Liberali (2006; 2018; 2020), Oliveira (2020), Pérez Gómez (2007) and Tardif (2000); the Theory of Socio-Historical-Cultural Activity (Teoria da Atividade Sócio-Histórico-Cultural – TASHC) which is based on Engeström (1999), Leontiev (1978) and Vygotsky (2004); and the New London Group’s Pedagogy of Multiliteracies (1996), which underlies Liberali’s engaged multiliteracy (2022). The research methodology was organized through the critical-collaborative research of Magalhães (2009) in which we have researcher and participants acting together for the transformation of the self, the other and society, that is, in a collaborative process through critical reflection. The qualitative approach is present in the work when producing data based on real experiences. Data analysis guides the actions of critical reflection through the actions of describing, informing, confronting and reconstructing. The discussion points to the need for training that enables the construction and sharing of new knowledge in a critical, reflective way and with transformed practice |
