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Previous issue date: 2013-12-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This dissertation aims to analyze the relevant knowledge in countryside History teachers practice in high school and understand how these teachers themselves construct school knowledge in History, from the mobilization of different knowledge that make up teaching practice. Tree teachers from State Jacumauma High School and the researcher himself worked together in order to carry out this survey. The main theoretical-methodological elements of this research are based on assumptions of a qualitative research in cooperation. This approach was used to make possible to construct knowledge between teachers and researcher considering a less oppressive relationship as well as to help a continuous school upbringing of the individuals what can make them to understand the professional practice as an aspect in which one can exercise autonomy and criticism. The empirical research procedures were oral individual interviews, reflexive sessions and cooperative observations. Individuals speeches have presented, in some moments, teachers concerns about the educational fragmented system in which there are few opportunities to dialogic interactions among educationalists making still more difficult the dialog between school and reality surrounds it. Their assertions pointed out that relevant knowledge can be identified during the daily educational work and that they find proper reasons from the aim that each knowledge exerts in relation to the construction of professional practice. Classroom connections points out to more intense interactions between teachers and students, by recognizing affection as an important tool in order to make the interactions not so authoritarian at all. Regarding the countryside teachers understanding, the school knowledge in History is produced by sharing concerns and senses assigned by the individuals who are involved in the teaching-learning process. The referential science knowledge pervade History teaching, however they take another meaning according to specific features of the school environment. The intense and complex dynamic of the educational context makes that historical knowledge acquires specific characteristics that are constantly changing. As they change, there are some marks of elaborations and re-elaborations not only the new but also the traditional / Esta disserta??o tem o objetivo de analisar os saberes que se tornaram referenciais nas pr?ticas docentes de professores interioranos de Hist?ria no Ensino M?dio e compreender a constitui??o do conhecimento escolar de Hist?ria por estes professores, a partir da mobiliza??o dos diferentes saberes que comp?em a pr?tica docente. Os colaboradores desta pesquisa foram tr?s professores da Escola Estadual Jacuma?ma e o pesquisador. Os fundamentos te?rico-metodol?gicos desta investiga??o se baseiam nos pressupostos da pesquisa qualitativa de tipo colaborativa. A utiliza??o de tal abordagem teve como inten??o propiciar a constru??o de conhecimentos entre docentes e pesquisador a partir de rela??es menos opressivas de poder e, tamb?m, de contribuir para uma forma??o cont?nua dos sujeitos, possibilitando-lhes o entendimento da pr?tica profissional como espa?o para exerc?cio da autonomia e da criticidade. A pesquisa emp?rica teve como procedimentos entrevistas orais individuais, sess?es reflexivas e observa??es colaborativas. Os discursos dos sujeitos apresentaram, em alguns momentos, as inquieta??es dos docentes com um modelo escolar fragmentado em que existe pouco espa?o para intera??es dial?gicas entre os educadores e que dificulta a consolida??o de interlocu??es da escola com a realidade que os envolve. Suas coloca??es apontaram que os saberes entendidos como referenciais s?o aqueles que podem ser identificados no cotidiano do trabalho educacional e que encontram justificativas pr?prias a partir da finalidade que cada um exerce na constru??o da pr?tica profissional. As rela??es em sala de aula sinalizam para uma intera??o mais intensa entre professores e alunos, mobilizando a afetividade como um saber para oportunizar rela??es menos autorit?rias. Na compreens?o dos professores interioranos, o conhecimento hist?rico escolar se produz no compartilhamento de interesses e sentidos atribu?dos pelos sujeitos envolvidos no processo de ensino-aprendizagem. Os saberes da ci?ncia de refer?ncia perpassam o ensino escolar de Hist?ria, mas eles s?o ressignificados de acordo com as especificidades pr?prias do espa?o escolar. A din?mica intensa e complexa do contexto educacional faz com que o conhecimento hist?rico praticado v? ganhando caracter?sticas espec?ficas e que est?o em constante movimento. Nestes movimentos existem marcas de elabora??es e reelabora??es do novo e do tradicional
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14581 |
| Date | 06 December 2013 |
| Creators | Chacon, Diego Firmino |
| Contributors | CPF:28262441400, http://lattes.cnpq.br/0350305925407630, Ferreira, Maria Salonilde, CPF:02903890463, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787859Y0, Azevedo, Crislane Barbosa de, CPF:77698703568, http://lattes.cnpq.br/6943286950201331, Souto, Paulo Heimar, CPF:34011072591, http://lattes.cnpq.br/3219574059738254, Andrade, Jo?o Maria Valen?a de |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| 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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