Biografias de professores(as) de escolas do campo e classes multisseriadas

• Ano de defesa: 2022
• Autor(a) principal: Chansis, Loiva Isabel Marques
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Relatos (auto) biográficos; Narrativas - histórias de vida; Educação do campo; Classes multisseriadas; Formação; (Auto)biographical reports; Narratives - life stories; Rural education; Multigrade classes; Training; Narraciones-historias de vida; Educación rural; Clases multigrado; Formación; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/24671

This thesis deals with the life stories of rural teachers and multigrade classes in the municipalities of Santa Maria (RS) and São Gabriel (RS, existence, their knowledge. Practices and training processes. The research aims to value the stories of life and personnel of teachers who work in rural schools and multigrade classes, to know and understand their knowledge, practices and training processes in the context of the countryside and multigrade classes. The research methodology used was a qualitative approach, based on in the studies of Bauer and Gskell (2002). The instruments used for the collection of information the narrative interviews (narrative game mosaic of memories), the (auto) biographical reports. a methodology by the author-researcher, entitled narrative game. The Narrative game was anchored in Bergson's theory, which is supported by studies on memories, time. through the Narrativas interviews, which aimed to dive into life stories to get to know the paths. Faced with this challenge, seek to go beyond the narratives of an educator, of an educator and establish life paths, professional training and singularities of the school routine of teachers in the municipalities of Santa Maria and São Gabriel, RS. A literature review was developed, involving the theme of rural education and multigrade classes and productions related to life stories. The theoretical assumptions that support the research were anchored in Abrahão (2006, 2008, 2014); Antunes (2001, 2007); Antunes and Ribas (2015); Hage (2010a, 2010b, 2011); Arroyo (2011), Caldart (2011); Molina (2011); Guendin (2012); Alves (2009); Molinari (2009); Novoa (1995); Ribas and Antunes (2014); Santos (2007); Souza and Ferreira (2009); Ribas and Antunes (2016); Bergson (1999), Josso (2004), Ricoeur (1991). The narratives announced the knowledge and actions of the teachers that they acquired throughout their pedagogical practice and life experiences. Finally, through narratives and annunciations, we collectively built a training seminar addressing the themes raised in the narratives of rural education teachers and working in multigrade classes in the municipalities of Santa Maria, RS and São Gabriel, RS.