Licenciandos em formação : os memoriais como registro do movimento de constituição da identidade profissional
Data
2012-03-23
Autores
Militz, Noeli
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Editor
Universidade Federal de Mato Grosso
Resumo
This study aimed to investigate the memorials of training adopted with undergraduates and
their possible contributions to encourage, empower and mobilize reflections on the history of
formation and formation processes of teacher professional identity, based on the narratives of
individuals - those who go through the process from forming. Memorials training were
adopted throughout the Pedagogy of UFMT Campus Rondonopolis, from the first semester of
2009, being aided by a written script that urged future teachers to write about their
experiences, experiences and learning, each phase of training, taking into account the life
history and curriculum of the course. The survey pointed up specific objectives, study and
understand the "self-written", the subjects in training, trying to analyze the possibilities for
training memorials constitute instruments in revealing this process, examine the possibility of
memorials propitiate undergraduates to understand and realize the feelings, sensations and
learning experienced in the path of becoming teachers, as interconnected and constitutive of
the construction of teacher identity. The purpose of this research has its origin in the approved
project in the Centre of Education, in partnership and inter-institutional between UFMT and
PUC-SP, which has as highlight the adoption of memorials, there are instigators issues that
mobilize the research, namely: What reflections memorials training in the lead when
undergraduates instigate writing about yourself? What memorials record the students in
training on the contributions of the School of Education for its teacher training? The memorial
adopted six months of training in research instruments consisted of propellants
undergraduates reflections on their training in the School of Education, as well as to
perceptions about the process of identity formation experienced in teaching? To answer the
questions, we sought to support the qualitative approach, the method and the autobiographical
story of life, which guided the methodological procedures requiring an initial screening,
among 46 students in the class, and their four undergraduates memorials training, collected
during two years and a half of training. Data collection took place biannually in the years
2009, 2010 and 2011, totaling five narratives of each subject in a longitudinal study, adding
up, then a volume of 20 memorials training analysis. The criterion for the selection of four
undergraduates was due to the punctuality, interest and availability to participate in the
research, thus enabling to share their trajectories, advances and retreats with the researcher
and also the feasibility of making it possible to analyze the data present in memorials. The
data showed that only undergraduates they conducted the process of remembering, bringing to
light reflecting and writing about advances and setbacks, difficulties, aspirations, interests and
investments to "become teachers" from the memorials of training, and that caused instigated
at the "written on them," stories of life and curriculum of the course. This procedure made it
possible to perceive the movement and the process of setting up their teaching identity.
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Citação
MILITZ, Noeli. Licenciandos em formação: os memoriais como registro do movimento de constituição da identidade profissional. 2012. 107 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2012.