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Previous issue date: 2015-02-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Esta disserta??o nasceu no contexto dos trabalhos e discuss?es dos quais participei no N?cleo de Hist?ria e Mem?ria da Educa??o de Jovens e Adultos do Rio Grande do Norte (NUHMEJA-RN). Nesta pesquisa, busco compreender como se dava o cotidiano da forma??o docente da Campanha De P? no Ch?o Tamb?m Se Aprende a Ler (1961-1964). Com base nos estudos com o cotidiano e na epistemologia da complexidade, a investiga??o com o cotidiano da forma??o dos professores e professoras da Campanha foi realizada com o prop?sito de visibilizar sua complexidade e multidimensionalidade, em di?logo com as discuss?es atuais sobre forma??o docente. Para isso recorri, tamb?m, aos estudos sobre mem?ria e narrativa. O percurso metodol?gico desta pesquisa foi realizado a partir de entrevistas com professores e professoras da Campanha. Suas narrativas foram entrela?adas a discuss?es sobre mem?ria, pois entendo que, no momento de reconstitui??es das mem?rias narradas dos docentes foi reconstitu?do o cotidiano da sua forma??o durante a Campanha De P? no Ch?o. A multiplicidade de espa?ostempos formativos; as rela??es de poder que nortearam a oferta e participa??o dos docentes da Campanha nos cursos de forma??o continuada; um complexo de teorias que fundamentam a forma??o de professores e professoras na Campanha; a exist?ncia de dois grupos de docentes com experi?ncias e contextos de forma??o distintos, o que repercutia nas pr?ticas formativas cotidianas e contribuiu para visibilizar as rela??es de poder/saber que norteavam essas pr?ticas; o acompanhamento realizado pela equipe do CFP, mediante o planejamento e as unidades de trabalho, revelando forma??o continuada e controle dos docentes em exerc?cio; a n?o passividade dos docentes, fazendo outro uso do que lhes foi proposto; a proposi??o e efetiva??o de pr?ticas formativas que buscavam integrar o pol?tico e o pedag?gico foram percebidas nas narrativas e discutidas neste estudo. Entendo este estudo como contribui??o para uma reflex?o sobre forma??o docente nos dias hodiernos. / The following work was born in the context of academic Works and discussions that I have joined in the ?N?cleo de Hist?ria e Mem?ria da Educa??o de Jovens e Adultos do Rio Grande do Norte? (NUHMEJA-RN). In this research, I aim understand how was the everyday teacher training in the Campaign ?De P? no Ch?o Tamb?m Se Aprende a Ler? (1961-1964). Based on studies with daily life and in the epistemology of complexity the research with the daily training of teachers of the campaign was held proposing visualize its complexity and multidimensionality, in dialogue with the current discussions about teacher training. Therefore this could happen I also used studies about memory and narrative. The methodological approach of this research was conducted through interviews with teachers of the Campaign. Their narratives were intertwined to memory discussions, because I understand that at the time of reconstitution of narrated memories of teachers the everyday training of the teacher during the Campaign ?De P? no Ch?o Tamb?m Se Aprende a Ler? it was reconstituted. The multiplicity of formative spacestime; the power relations that guided the offer and participation of the teachers in in continuing education courses inside the Campaign; a complex of theories underlying the training of teachers in the Campaign; the existence of two groups of teachers with diferente experiences and training contexts, which echoed in the daily training practices and contributed to visualize the relationships of power / knowledge that guided these practices; monitoring carried out by the ?CFP? team, through planning and work units, revealing continuing education and control of teachers at work; the not passivity of teachers, making other use of what was proposed to them; the proposition and execution of training practices that sought to integrate the political and pedagogical were perceived in the narratives and discussed in this study. I understand this study as a contribution to reflect about the teacher training education nowadays.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20459 |
| Date | 23 February 2015 |
| Creators | Aquino, Fernanda Mayara Sales de |
| Contributors | 87646722715, http://lattes.cnpq.br/6513575623499803, Paiva, Jane, 37486047772, http://lattes.cnpq.br/3049044829510326, Paiva, Marl?cia Menezes de, 07108842491, http://lattes.cnpq.br/2624591870785039, Pinheiro, Rosa Aparecida, 01572366842, http://lattes.cnpq.br/6292207464385037, Sampaio, Marisa Narcizo |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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