A docência nas escolas multisseriadas de São João do Polêsine/RS: projetos de esperança potencializados através das histórias de vida de professoras na pandemia

• Ano de defesa: 2024
• Autor(a) principal: Bolzan, Mariane
• 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: Docência; Classes multisseriadas; Pesquisa-formação; Pandemia; Teaching; Multi-grade classes; Research-training; Pandemic; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33572

The purpose of this thesis emerged from my involvement in the Study and Research Group on Initial and Continuing Training and Literac (GEPFICA), under the research line LP1 - Teaching, Knowledge, and Professional Development. It also aligns with my personal, educational, and professional trajectories. The aim of this study was to understand how teaching was carried out in multi-grade schools in São João do Polêsine/RS through the life stories of teachers during the Covid-19 pandemic. Additionally, the specific objectives include identifying the theoretical and methodological strategies employed by the teachers and understanding their "projects of hope," referring to the support networks they relied on while teaching in multi-grade classrooms during the pandemic. This research employs a qualitative approach, grounded in the works of Bogdan and Biklen (1994), and is characterized as (auto)biographical research, using the (auto)biographical method within the researchformation methodology. The methodological tools used to collect data include (auto)biographical narratives and (auto)biographical letters, along with conversation circles in the participating schools with the four teacher-collaborators in the study. The theoretical framework underpinning this research is based on contributions from authors such as Abrahão (2004, 2006), Antunes (2004, 2018), Antunes and Dolwitsch (2018), Caldart (2004), Hage (2006, 2011), Imbernón (2011), Josso (2004), Nóvoa (1992), Ribas (2018, 2020), among other key theoretical references. This study is significant as it provides greater visibility to education in the municipality of São João do Polêsine/RS and gave the participating teachers the opportunity to present their "projects of hope"—the sources of support and networks they depended on during the pandemic through their teaching practices and the theoretical-methodological strategies employed in multi-grade classrooms. Research of this nature sheds light on the challenges and adversities encountered in multi-grade classes, both under normal conditions and in the context of the pandemic, while also highlighting the numerous possibilities for constructing and exchanging knowledge and experiences among the individuals involved in the educational process.