Profissão docente: representações, sentimentos e práticas educativas nas primeiras séries do ensino fundamental. Uberlândia (1980-2000)

• Ano de defesa: 2007
• Autor(a) principal: Oliveira, Nilza Aparecida da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em História; Ciências Humanas; UFU
• Palavras-chave em Português: Professoras; Práticas pedagógicas; Subjetividades; Prática de ensino; Teachers; Practices pedagogical; Subjectivities; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/16512

This research had as investigation focus of the teaching work at the first series of Basic Teaching, attempting for the subjective aspects that involve the teaching children action. I try to understand the teachers pedagogical practises, starting from the mental and material world, that is, we consider the representations, feelings, emotions and idiosyncrasies inherent to each teacher and inherent to the real conditions where public schools education occurs. I try to understand the teachers pedagogical practises, starting from the mental and material world, that is, we consider the representations, feelings, emotions and idiosyncrasies inherent to each teacher and inherent to the real conditions where public schools education occurs. The used and researched sources had been teachers and pupils mothers narratives. They were gotten by interviews, teachers stories collected in two memory workshops and by the local newspaper (Correio). We ve too researched documents as the Federal Constitution of 1988, the Plano Decenal de Educação para Todos (Decennial Plan Education for All) and the Plano de Cargos e Remuneração dos Servidores da Educação do Município de Uberlândia (Positions and Remuneration Plan for Education Servers in Uberlândia-MG). The analyses had pointed to the reflection that the teaching work with children is a complex activity that involves multiple dimensions. These dimensions are not only based on rationality, but they surpass the reason redoubts, provoking in the teacher practical reactions and stimulated by sensitivity human being.