Formação e docência na educação infantil do campo : dizeres docentes

• Ano de defesa: 2014
• Autor(a) principal: Lovatti, Renata Rocha Grola
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Countryside children’s education; Formation; Teaching; Educação infantil do campo; Formação; Docência; Educação de crianças; Educação rural; Professores - Formação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2447

This research focuses on the formations and acting of Teachers in the Countryside Children’s Education, having as theoretical-methodological principles the bakhtinians referential (BAKHTIN, 1997, 2010a, 2010b). The work discusses the Teachers’ training taking into consideration the interactional movement with the other in interlocution with Nóvoa’s referential (1992, 1995, 2008 and 2009). It crosses this dialogic relation of the research context, the concept of Countryside Education (CALDART, 2012). Considering the fundamental characteristics of the qualitative research (BOGDAM; BIKLEN, 1994), the work proposes a qualitative approach research, the exploratory one, standing out the initial character of the Countryside Children’s Education theme. As procedures, the study uses a questionnaire, individual interviews, a collective interview and a careful observation of the ethical conduct in the interaction with the participating subjects. The dialogues with the Teachers communicate that the Countryside Children’s Education has been gaining a progressive visibility in the local public policies, sustained in different organizational dynamics by the movement of the Children’s Education expansion. Such research trajectory has signalized indications of progress related to the aspects of pedagogical follow-up of institutions, maintenance of physical spaces and the proposal of continuing formation. It was also found that these progresses are associated to challenges and demands articulated with the dialogues that are closer to the specifications of the context of Countryside Children’s Education constitutions