Narrativas de formação de professoras dos anos iniciais do ensino fundamental: Concepções e construções de necessidades formativas na Geografia Escolar
This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involve...
Na minha lista:
Autor principal: | |
---|---|
Outros Autores: | |
Formato: | Dissertação |
Idioma: | por |
Publicado em: |
Universidade Federal do Rio Grande do Norte
|
Assuntos: | |
Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14559 |
Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
Resumo: | This article is about a study about the training needs for teachers of elementary school in the
field of Geography. It is our objective to grasp their conceptions of training needs and reflect
about their formative needs to teach geography. We consider the training as reflective process
that involves the movement of changes and improvement beyond of formal learning,
considering its numerous dimensions. We reflected about formative needs in light of the
readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The
discussions about conceptions were based on Ferreira (2007). The empirical reference
constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino.
The social subjects of our research are five teachers who work in the initial years of
elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi
(2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the
historicity of the subject and the learning, recognizing the links between him and the world
and the experiences based on for learning and adult training. As technical and methodological
procedure we will use the Training Narratives, whose application allows the understanding of
memories and stories of schooling teachers, since are reported events occurred during the
development of the individual through seminars Biographical. We observed on the narratives
constructed by the teachers the absence assignments of meanings to a reworking of the
theoretical formative needs and questions of its organizing principles. However, we notice the
teachers were able to develop senses and means to conceive the phenomenon in study, in a
descriptive way, through articulated enunciations, including aspects and opportunities linked
to their teaching practices and future formative prospects. Regarding School Geography, we
based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini
(2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers
to teach geography were constructed from the contexts of their teaching practices present in
their school and professional trajectories. Therefore, we noticed the need for formal
pedagogical qualification so that we can conceive the phenomenon in study beyond its
descriptive character, understanding that it is necessary to point out reflections and questions
about the dynamics of production of global capital, which conveys its interests in the contexts
that often emerge formative needs of the educational system. |
---|