Loading...
Please wait, while we are loading the content...
Similar Documents
Narrativas de professoras: análise da construção dos saberes da prática de profissionais com experiência reconhecida
| Content Provider | Semantic Scholar |
|---|---|
| Author | Matias, Bárbara Ferreira |
| Copyright Year | 2012 |
| Abstract | MATIAS, Bárbara Ferreira, M.Sc., Universidade Federal de Viçosa, June 2012. Narratives of women teachers: analysis of the construction of practical knowledge from professionals with recognized expertise. Adviser: Alvanize Valente Fernandes Ferenc. Co-adviser: Ana Claudia Lopes Chequer Saraiva. Teachers have an important function within the school and society as, for example, to transmit culture and knowledge gained over time, to ensure the development of humanity, allowing an integration of man with himself and the world (NÓVOA, 1991). Therefore, teachers' work is shown as a practice that focuses on a high level of social responsibility. In this sense, this research tried to highlight the voices of experienced teachers who work in the early grades Elementary School, in Viçosa (MG), considered a reference in its context of performance. Through the narratives of these experienced teachers, we understand the formative processes that contributed to the consolidation of an educational practice that became a reference. Our aim was to discuss the process of building their professional knowledge, experiential knowledge more specifically in the context of professional practice during their training process, understand the relationships between the pathways (the life of a student's basic education, initial and continuing training) and the construction of teachers' practical knowledge in the context of professional practice. For discussions about teacher support in Garcia (1999) and to contextualize the reality of the political training of teachers in Brazil in We base in Freitas (2007), Pepper (2007) and Saviani (2009), about the most relevant contributions about teacher knowledge, we bring Tardif (2010), Gauthier (1998), Nunes (2004) and Borges (2004), on learning of teaching dialogued with Mizukami (1996) and Schön (1995), about the category "experience" we appropriate the reflections made by Dewey (2010) and topics of the narratives was deepened mainly through the contributions of Josso (2004), Ferenc (2005), Nóvoa and Finger (1988). A qualitative approach was used. The interview was the means of communication with the teachers and the narrative the access to the ways of humans experience the world (CONNELLY, CLANDININ, 1990), the meaning attributed to the teachers interviewed felt that the world and their experiences brought to the formation of each. Dialogued with 4 (four) teachers who on average have 32 years' practice in teaching. Access to teachers through the technique was "snowball" in which each teacher interviewed indicated the next. The teachers' reports allowed us to understand that the previous school experiences, when they were students, were in the construction of permanent career. The teachers have |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.locus.ufv.br/bitstream/handle/123456789/3431/texto%20completo.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
