Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Gonzalez, Silvana Perez |
| Orientador(a): |
dos Santos, Eliane Aparecida Galvão |
| Banca de defesa: |
Goerch, Denise da Silva,
Marquezan , Fernanda Figueira |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Ensino de Humanidades e Linguagens
|
| Departamento: |
Ensino de Humanidades e Linguagens
|
| 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: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1277
|
Resumo: |
This study makes up the Research Line: Teaching, Epistemology and Teacher Training, is the result of research from the Master's Course Teaching Humanities and Languages at the Franciscan University. The objective of the study understand the implications of continued training in the teaching practice of teachers who work, in the initial years, in rural schools, in the municipality of Uruguaiana, based on their narratives. In this sense, sought to elucidate the following problem: what are the implications of continued training in the teaching practice of teachers who work, in the initial years, in rural schools in the municipality of Uruguaiana-RS? To understand this reality, the methodology is a qualitative approach, of the sociocultural narrative research type and documentary research. Data collection was carried out through individual structured interviews. The study revealed that continued training had implications for teaching practice, since it led to reflections to creation of pedagogical actions consistent with the students' rural reality. It also had an impact in professional development of teachers by enabling the study of new theories and educational concepts, encouraged the sharing of experiences among co-workers, favoring the consolidation of theoretical-practical knowledge, promoting greater security in the development of teaching practice. |
