Experiência formadora em educação à distância : diálogo com professoras tutoras do Pró-Licenciatura em Educação Física da Universidade Federal do Espírito Santo

• Ano de defesa: 2016
• Autor(a) principal: Albuquerque, Sabrina Barbosa Garcia de
• 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
• Palavras-chave em Português: Teacher training; Tutoring; Formative Experience; Physical Education distance learning graduation at UFES; Distance Learning; Pró-licenciatura Educação Física na UFES; Educação a Distância; Tutoria; Experiência formadora; Formação de Professores; Formación de Profesores; Tutora; Experiencia Formadora; Pro licenciatura Educación Física en UFES; Educación a Distancia; Educação física; Ensino à distância; Experiência - Formação; Licenciatura; Preceptores; Professores - Formação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8515

This work was developed linked to the search line Culture, Curriculum and Teachers Training of Education Post-Graduation Program at University of Espirito Santo and quested to know the tutor’s experience contributions to the shaping and identity constitution of two tutor teachers of Physical Education Distance Learning Graduation (Prolicen) at University of Espirito Santo. The study inquiries unreel from the interlacement of concepts of experience and teacher training mainly. Walter Benjamin and Jorge Larrosa are the references who help understanding the concept of experience as a vivence with transformative potential. The discussion about teacher training relies on Antonio Novoa’s and Paulo Freire’s contributions that makes possible contemplate its continuous feature, its sense of unfinished, unaccomplished process. Marie Christine Josso is responsible to join the previous concepts to her proposal of formative experience such as that which results in learning and affects the subject’s identity and subjectivity. It is anchored in a qualitative research methodology, that includes narrative interviews, proposed by Fritz Schütze and discussed by Jovchelovitch and Bauer (2002), like the methodology to show up the subject’s voices in narratives that were based on a specific scrap, the vivence as tutors into the course mentioned. This scrap set on the elaboration of a narrative settled by the subjects, respecting the interview freedom and ensuring them the possibility of other life experiences were brought and articulated in their history. The interpretative thematic analysis of the narratives produced by the interviews happened based on three branches that join the perspectives of the interviews and the search interests. So, it was possible to capture information that shaped: a) tutors’ initial motivation and their entrance in the “Prolicen”; b) comprehension about being a tutor and tutoring; and c) the contributions of tutoring to the teacher training and the tutor teachers’ identity constitution. Considering the differences and the particularities between each tutor’s life, it is possible to draw the general comprehension of that tutoring time was an important site/period of learning, to exchange knowledge and professional socialization for the search subjects, such as a common goal within the Prolicen specific context, that enriched and reestablished their docent identities, work and other practices as teachers in other spaces of acting, and, then it has been configured as a formative experience.