Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Costa, Sandra Beatriz Silva da |
| Orientador(a): |
Marquezan, Fernanda Figueira |
| Banca de defesa: |
Oliveira, Valeska Maria Fortes de,
Santos, Eliane Aparecida Galvão dos |
| 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/1043
|
Resumo: |
This investigation has as its theme the training of teachers from the perspective of the theoretical/methodological field of (self) biographical narratives and seeks to answer the following question: what does the (self) biographical narrative reveal about the formation of the teaching identity of the researcher/teacher of Art? To this end, the general objective is: To understand the formation of the teacher's identity of the researcher/teacher of Art, revealed by the (auto)biographical narrative. And it proposes more specifically to: describe the influence of different contexts and educational devices in the constitution of the teaching identity of the researcher/art teacher; recognize the contributions of the first years in the teaching of the researcher/teacher of Art in her formative process; describe the main constituent elements of the teacher's identity of the researcher/art teacher; analyze the memories that influenced the formation of their teaching identity. The study presents a qualitative nature, in the perspective of the narrative method (self) biographical, having as object of study the trajectory of the researcher who was (self) biographed in the form of a formative memorial. Its main theoretical references are: Ferry (2004), Josso (2010a, 2010b), Martins; Tourinho (2017), Abrahão (2003, 2004, 2011), Delory-Momberger (2011), Ostrower (1982, 2014), Freire (1984, 1985, 2000, 2001, 2004), among others. The analysis of the (auto)biographical narrative evidenced three constituent elements of the personal/professional identity of the researcher/art teacher: her way of looking at and “reading” the world; his inquiring posture and the influence of Paulo Freire's theoretical perspective. This triad influenced the unique way in which the researcher/teacher of Art conceives and practices teaching. |
