Memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo
This formative memorial has as main idea to remember the projects and experiences lived during my training that promoted a primordial contact with the Rural Education modality and to reflect on the importance of these experiences for the formation in Pedagogy. The first of them was the extension pro...
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Memorial Memorial Educação do Campo Field Education Formação em pedagogia Pedagogy training CNPQ::CIENCIAS HUMANAS |
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Memorial Memorial Educação do Campo Field Education Formação em pedagogia Pedagogy training CNPQ::CIENCIAS HUMANAS Pinheiro, Iasmim Tereza Silva de Oliveira Memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo |
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This formative memorial has as main idea to remember the projects and experiences lived during my training that promoted a primordial contact with the Rural Education modality and to reflect on the importance of these experiences for the formation in Pedagogy. The first of them was the extension project Trilhas Potiguares, then the research project entitled "Letramentos na Educação do Campo" guided by Professor Vânia Aparecida Costa and already in the almost final moments of my graduation I had the experience of interning at the Nucleus of Education of the Field and diversity - NECAD/SEEC. Therefore, after the experiences described, and my concern for the fact that I had little contact with the modality within the disciplines offered in the curriculum, this discussion arises, which seeks to reflect on the importance of bringing pedagogues closer together. in training with Rural Education. From my training memories and based on the references Arroyo et al (2004), Arroyo (2015), Brandão (1980) Caldart (2003 and 2009), Caldart et al (2012), Ribeiro (2015), among others, I seek reflect on the movement that rural education provides in education, thus exposing how crucial it is that all pedagogues have this contact for their professional, social and personal growth. That said, this memorial is guided by constructive criticism that seeks to provide experience in other contexts such as the countryside, so that the formation of the Pedagogue is not based on an urban-centric vision. Therefore, the study led me to think that our constant learning process must always be open to new knowledge, new cultures and new ways of doing education. The struggle for the achievements of Rural Education continues, we also need to understand the very strong relationship of social movements with the ways in which this education is built and what we have to learn from them. If I can get a graduate student to reflect on the points discussed, see Rural Education as a place of movement, construction of new knowledge and continue this struggle, my intention with this memorial can continue, and that is what rural subjects need, of people who see their struggle, their pedagogies, their knowledge and fight together with them for their rights, demonstrating their importance and affirming that their pedagogical work needs and must be present in the process of continuous training of each pedagogue (the ). Therefore, to reflect on the theme outlined at the beginning, I present the following question: it is possible to affirm that the pedagogues in training are having sufficient contact within the classroom in their initial training with the existing modalities in education ? Could it be that even with the contact with Rural Education being minimal in teaching, they are able to reflect on its dimension and importance? In this memorial I would like to demonstrate that the contact with the modality in Teaching, Research and Extension strongly added to my understanding of Rural Education. |
| author2 |
Costa, Vânia Aparecida |
| author_facet |
Costa, Vânia Aparecida Pinheiro, Iasmim Tereza Silva de Oliveira |
| format |
bachelorThesis |
| author |
Pinheiro, Iasmim Tereza Silva de Oliveira |
| author_sort |
Pinheiro, Iasmim Tereza Silva de Oliveira |
| title |
Memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo |
| title_short |
Memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo |
| title_full |
Memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo |
| title_fullStr |
Memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo |
| title_full_unstemmed |
Memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo |
| title_sort |
memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2022 |
| url |
https://repositorio.ufrn.br/handle/123456789/50124 |
| work_keys_str_mv |
AT pinheiroiasmimterezasilvadeoliveira memoriasdeformacaodocentereflexoesdeumapedagogasobreaeducacaodocampo AT pinheiroiasmimterezasilvadeoliveira memoirsofteachingtrainingreflectionsofapedagogueonruraleducation |
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1773965253425496064 |
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ri-123456789-501242022-12-13T20:00:43Z Memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo Memoirs of teaching training: reflections of a pedagogue on rural education Pinheiro, Iasmim Tereza Silva de Oliveira Costa, Vânia Aparecida https://lattes.cnpq.br/3234136349045696 http://lattes.cnpq.br/2266891540957637 Costa, Vânia Aparecida http://lattes.cnpq.br/2266891540957637 Reis, Mônica Karina Santos http://lattes.cnpq.br/2905658839080702 Aguiar, Alexandre da Silva http://lattes.cnpq.br/1732985241974213 Memorial Memorial Educação do Campo Field Education Formação em pedagogia Pedagogy training CNPQ::CIENCIAS HUMANAS This formative memorial has as main idea to remember the projects and experiences lived during my training that promoted a primordial contact with the Rural Education modality and to reflect on the importance of these experiences for the formation in Pedagogy. The first of them was the extension project Trilhas Potiguares, then the research project entitled "Letramentos na Educação do Campo" guided by Professor Vânia Aparecida Costa and already in the almost final moments of my graduation I had the experience of interning at the Nucleus of Education of the Field and diversity - NECAD/SEEC. Therefore, after the experiences described, and my concern for the fact that I had little contact with the modality within the disciplines offered in the curriculum, this discussion arises, which seeks to reflect on the importance of bringing pedagogues closer together. in training with Rural Education. From my training memories and based on the references Arroyo et al (2004), Arroyo (2015), Brandão (1980) Caldart (2003 and 2009), Caldart et al (2012), Ribeiro (2015), among others, I seek reflect on the movement that rural education provides in education, thus exposing how crucial it is that all pedagogues have this contact for their professional, social and personal growth. That said, this memorial is guided by constructive criticism that seeks to provide experience in other contexts such as the countryside, so that the formation of the Pedagogue is not based on an urban-centric vision. Therefore, the study led me to think that our constant learning process must always be open to new knowledge, new cultures and new ways of doing education. The struggle for the achievements of Rural Education continues, we also need to understand the very strong relationship of social movements with the ways in which this education is built and what we have to learn from them. If I can get a graduate student to reflect on the points discussed, see Rural Education as a place of movement, construction of new knowledge and continue this struggle, my intention with this memorial can continue, and that is what rural subjects need, of people who see their struggle, their pedagogies, their knowledge and fight together with them for their rights, demonstrating their importance and affirming that their pedagogical work needs and must be present in the process of continuous training of each pedagogue (the ). Therefore, to reflect on the theme outlined at the beginning, I present the following question: it is possible to affirm that the pedagogues in training are having sufficient contact within the classroom in their initial training with the existing modalities in education ? Could it be that even with the contact with Rural Education being minimal in teaching, they are able to reflect on its dimension and importance? In this memorial I would like to demonstrate that the contact with the modality in Teaching, Research and Extension strongly added to my understanding of Rural Education. Esse memorial formativo tem como ideia principal rememorar os projetos e experiências vivenciadas durante a minha formação que promoveram um contato primordial com a modalidade Educação do Campo e refletir sobre a importância dessas vivências para a formação em Pedagogia. O primeiro deles foi o projeto de extensão Trilhas Potiguares, em seguida o projeto de pesquisa intitulado “Letramentos na Educação do Campo” orientado pela professora Vânia Aparecida Costa e já nos momentos quase finais da minha graduação tive a experiência de estagiar no Núcleo de Educação do Campo e diversidade - NECAD/SEEC. Sendo assim, após as experiências descritas, e a minha inquietação pelo fato do pouco contato que tive com a modalidade dentro das disciplinas ofertadas na grade curricular, surge essa discussão, que busca refletir sobre a importância da aproximação das (os) pedagogas (os) em formação com a Educação do Campo. A partir das minhas memórias de formação e baseado nas referências Arroyo et al (2004), Arroyo (2015), Brandão (1980) Caldart (2003 e 2009), Caldart et al (2012), Ribeiro (2015), dentre outras, busco refletir sobre o movimento que a Educação do campo proporciona na educação, expondo assim como é crucial que todas (os) as (os) pedagogas (os) tenham esse contato para o seu crescimento profissional, social e pessoal. Posto isso, este memorial se pauta na crítica construtiva que busca proporcionar a vivência em outros contextos como o do Campo, para que a formação da (o) Pedagoga (o) não se paute em uma visão urbanocêntrica. Portanto, o estudo me levou a pensar que o nosso constante processo de aprendizagem precisa sempre estar aberto para novos saberes, novas culturas e novos modos de se fazer educação. A luta pelas conquistas da Educação do Campo continua, precisamos também compreender a relação muito forte dos movimentos sociais com as formas que essa educação é construída e o que temos a aprender com eles. Se eu conseguir que um graduando reflita sobre os pontos abordados, enxergue a Educação do Campo como lugar de movimento, construção de novos saberes e continue essa luta, o meu intuito com esse memorial poderá prosseguir, e é isso que os sujeitos do campo precisam, de pessoas que enxerguem a sua luta, as suas pedagogias, os seus saberes e lutem em conjunto com eles pelos seus direitos demonstrando a sua importância e afirmando que o seu fazer pedagógico precisa e deve estar presente no processo de formação contínuo de cada pedagoga(o). Portanto, para refletirmos sobre a temática pautada no início, apresento o seguinte questionamento: é possível afirmar que as (os) pedagogas (os) em formação estão tendo o contato suficiente dentro da sala de aula na sua formação inicial com as modalidades existentes na educação? Será que mesmo com o contato com a Educação do Campo sendo mínimo no ensino, eles conseguem refletir sobre a sua dimensão e importância? Neste memorial gostaria de demonstrar que o contato com a modalidade no Ensino, na Pesquisa e na Extensão acrescentaram fortemente para a minha compreensão sobre a Educação do Campo. 2022-12-13T20:00:42Z 2022-12-13T20:00:42Z 2022-02-22 bachelorThesis PINHEIRO, Iasmim Tereza Silva de Oliveira. Memórias de formação docente: reflexões de uma pedagoga sobre educação do campo. 2022. 72 f. Trabalho de Conclusão de Curso (Graduação em Pedagogia) - Centro de Educação, Natal, 2022. https://repositorio.ufrn.br/handle/123456789/50124 pt_BR Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN Pedagogia Centro de Educação |