Quem forma o professor para a escola do campo? : as trajetórias da formação e constituição da identidade docente de licenciandas em memoriais de formação
Data
2012-04-02
Autores
Correia, Rosemeire Aparecida Cardoso
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Editor
Universidade Federal de Mato Grosso
Resumo
This research is linked to the Graduate Program in Education of the Federal
University of Mato Grosso - Rondonópolis-PPGEDU Campus / UFMT / CUR, and
presented as investigate the narratives expressed in memorials training of
undergraduates from the field, if knowledge provided by the School of Education
allowed them the formation of teacher identity as a teacher to work in schools located
in the countryside. The development of teacher education is constantly questioned
due to the new requirements demanded by today's society by providing, thus
enabling higher education institutions, the increase of training projects which will
provide future students acquire solid theoretical knowledge to enable them to perform
with competence, his teaching profession in this new scenario that is projected. To
this end, the survey indicated mobilizing questions, namely: What about the
licensees reveal his life story and educational training in their memorials? As these
experiences are manifested in teacher training? What perceptions and expectations
about teaching undergraduates described in these memorials? What to tell about the
formation of teacher professional identity throughout the School of Education? How
do they perceive the possibility of training focused on the school field, a course
devoid of specific curriculum for this purpose? The answers to these questions, I
searched for references that deal on Rural Education and also about the formation of
teacher identity in undergraduate program, specifically, of Pedagogy. The
investigative locus was in a classroom at the School of Education, Federal University
of Mato Grosso, University Campus of Rondonópolis, MT. The subjects are four
undergraduates, whose selection criteria was to live in the country and / or have
studied in school field at some point in their school life. The research was conducted
on a qualitative approach, and the method adopted was the (auto) biographical and
memorial training were the main tools for collecting and analyzing data. The survey
results demonstrate the importance of social movements in the training of
undergraduates, in addition to the experiences they had in the field environment,
which, coupled with training at undergraduate level, are to constitute enabling
educators to work in this space. The undergraduates also describe the School of
Education allows teachers to build an identity, but not to act on the school field, in the
absence of disciplines to address the issue because, for them, the field has culture,
movement, presents peculiar feature, is a living environment and political education,
factors not addressed in that degree. Out, so that the school teacher active in the
field must face many challenges in developing its role and therefore this should
enable him sound theoretical base in order to allow you to work with that reality very
different from the urban area, requiring Thus, another training to work in this
scenario.
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Citação
CORREIA, Rosemeire Aparecida Cardoso. Quem forma o professor para a escola do campo?: as trajetórias da formação e constituição da identidade docente de licenciandas em memoriais de formação. 2012. 179 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2012.