Sentidos da formação docente para a profissionalização : na voz do professor do campo

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Jesus, Janinha Gerke de
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Espírito Santo
BR
Doutorado em Educação
Centro de Educação
UFES
Programa de Pós-Graduação em Educação
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
37
Link de acesso: http://repositorio.ufes.br/handle/10/1225
Resumo: This paper discusses the purposes of teacher training in the teaching profession. It stems from dissatifcation which questions the practice of continued education, in particular, the specialization in the education field and the aims that are produced by the teachers related to the work with teaching experience in the Family Farm School, School of the Landless Workers Movement and Multisseriada School. The studies of Vygotsky (2005), Benjamin (1994) and Larrosa (2002) are contributions that underpin the understanding of meaning and experience, as subjective products, that are temporary and unique that echo the voices on the subject. A narrative as a methodological perspective of research is adopted here as the accounts of practical situations (BERTAUX, 2010) or life lessons around an important point (JOSSO, 2002) and that they constitute the key point in the discussions and training in the teaching field. This is based on real life situations from a desire to give the narrator and his subjects a story that is intertwined with people, memories, feelings, conflicts, practices and an enitre context about the situations of their lives experiences, training and work. From listening to discussions of the survey questions written and the record of the reactions produced, not as universal, but taken as heterogeneous and simultaneously singular to the subjects. From this perspective, individuals produce different meanings in relation to training and professionalization, which are amalgamated and related to their aspirations of continued training and to their teaching career, which are embedded in journeys of social movements, as well as the history and differing paths in education. Therefore, the processes of continuing training in the teaching field, in the light of this discussion, is opening up to different paths that takes over from the meanings produced by the subjects, challenging us to build projects that communicate with the diversity of experiences in education which arise as a reflection of being a teacher, monitor, educator in the field