Aventuras do contar(se): narrativas da formação de professores de Química à distância
The implications of life experiences in/for the composition on the Chemistry teachers‟ professional formation pathways is still little discussed in Brazil, especially when it relates to the distance learning courses. From this statement, we aim to characterize the Chemistry‟s students teaching id...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27960 |
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| Resumo: | The implications of life experiences in/for the composition on the Chemistry teachers‟
professional formation pathways is still little discussed in Brazil, especially when it
relates to the distance learning courses. From this statement, we aim to characterize
the Chemistry‟s students teaching identity formation process from distance learning
licenciate degree course in Chemistry at UFRN/Nova Cruz Pole. For that, we based
on authors who deal with teacher education to our theoretical reference (PIMENTA,
2012; PIMENTA; LIMA, 2017; CARVALHO; GIL-PEREZ, 2012; MALDANER, 2000),
(auto) biographical narratives (SOUZA, 2006; PASSEGGI, 2008; NÓVOA, 1995a;
1995b; 2010; JOSSO, 2010; PINEAU, 2002; 2004) and teacher knowledge (TARDIF,
2014). From the methodological point of view, we conducted a qualitative approach
research, descriptive type and from the interpretative paradigm. For data production,
we analised 16 (sixteen) formative memorials, by using content analysis as a data
categorization strategy. From these procedures, we obtained three thematic axes of
analysis, namely: 1. From wanting to being: paths to teaching; 2. How we become
Chemistry teachers: conditions and possibilities of formation on e-learning courses;
3. “Speaking about professional internship is to relive my classroom experience”: the
adventures in schools. The analysis of the categories derived from these axes
revealed, respectively, that factors from the social and personal contexts directly
interfered with the course choice and with the teaching modality; also distance
learning courses democratily made possible the access to higher education, on one
hand, but, on the other hand, pointed to challenges for students' stay due to the need
to adapt to new study procedures and infrastructure difficulties; also the opportunities
for supervised practice made it possible to face beliefs about the school and the
challenges of the teaching-learning process, as well as it highlighted the importance
of the collaborative teacher as a reference to access the professional reality. Thus,
we conclude that the act of (auto) narrating enabled the recognition of nuances on
Chemistry distance learning courses, it allowed to understand the teacher identity as
a process of permanent construction and it included the (re) meaning of the
knowledge acquired during the formative path, being, therefore, autoformative for the
authors of the researched memorials. |
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