A construção da prática pedagógica: um estudo com professores iniciantes de história na EJA

• Ano de defesa: 2012
• Autor(a) principal: Erica Paula Frade
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Professores iniciantes e prática pedagógica; EJA; Educação; Historia Estudo e ensino; Prática de ensino; Educação de adultos
• Link de acesso: http://hdl.handle.net/1843/BUOS-8ZLLFB

This research was developed with History teachers in early career which work in Youth and Adults Education. The main objective of the research is to understand how these teachers construct their pedagogical practices as well what is their perception about their students and the specificities of this modality of teaching. During the process of data collection we used methodological procedures which involve observation and interview. The research has four History teachers as subjects, with one to a maximum of five years of experience. All of them teach in Public Schools of Minas Gerais Government, located in Belo Horizonte. The choice of observing History teachers was made by the formation of the researcher in the area and her previous experience as a teacher of this subject in the Project of Elementary Education for Youth and Adults developed at UFMG. The results indicate that, during their initial formation, the teachers didn't know the modality in which they currently work, thus their first contact with the area occurred at the school place. Considering the experience at the modality and the dialogues with teachers or school employees, the educators built practices they judged to be the most appropriate for the modality. We concluded that although the teachers dont have specific training to work in Youth and Adults Education, their practices and perceptions about the modality and of their students happens in different ways. Some of them, considering their own experience, characterized by rights and wrongs, they try to build an action they understand to be appropriate since they recognize its audience as distinct from that of regular education and who therefore have different demands. Others, however, fail to realize the specificities of the modality and implement practices and materials from the regular education. We believe this paper contributes to the study area, since it search to analyze how these professionals perform and understand their action. Thus it contributes to meet the demands of teacher training more adequately.