Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Knackfuss, Adriana Maria Falkembach |
| Orientador(a): |
dos Santos, Eliane Aparecida Galvão |
| Banca de defesa: |
Moll , Jaqueline,
Silva, Marcio Tascheto da |
| 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/1279
|
Resumo: |
This research is linked to the Master's Course in Teaching Humanities and Languages at the Franciscan University (UFN) of Santa Maria/RS, with the research line being: Teaching, epistemology, and teacher training. The focus of the study was on integral education in the countryside. The general objective was to understand the challenges and potential that permeate the process of full-time education in a municipal elementary school in the countryside of Santa Maria/RS. The research approach is qualitative, explanatory, and interpretative. The context of the research was the Irineo Antolini Municipal Elementary School in the Passo do Verde District – Santa Maria/RS. Data collection was carried out using the focus group technique with five teachers from that institution. The research results indicated that the greatest potential in the development of the comprehensive education proposal concerns the support of the school community in the school's demands and needs, as well as effective and collaborative participation in school activities. As a challenge, the need for continued training on the specificities of integral education in the context of the field in which the development of reflective work among teachers is prioritized based on study processes and sharing of knowledge, ideas, and teaching practices. This research can also contribute to rethinking and qualifying the pedagogical work of educators inserted in the context of an integral, full-time, and rural education. |
