Mestrado em Educação

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Nível: Mestrado Acadêmico
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Navegando Mestrado em Educação por Assunto "(Auto)biographical research"

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    A formação do ponto de vista do sujeito: o memorial de formação como trabalho de conclusão de curso no processo de tornar-se professor/a
    (Universidade Federal do Espírito Santo, 2025-03-21) Reis, Gabriella de Oliveira; Berto, Rosianny Campos; https://orcid.org/0000-0003-3143-3258; http://lattes.cnpq.br/7265885791648266; https://orcid.org/0009-0008-6757-614X; http://lattes.cnpq.br/8367223989743760; Simões, Regina Helena Silva; https://orcid.org/0000-0002-7554-3152; http://lattes.cnpq.br/6496906753146666; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Fonte, Sandra Soares Della; https://orcid.org/0000-0002-9514-7202; http://lattes.cnpq.br/9396743098041438; Passeggi, Maria da Conceição Ferrer Botelho Sgadari ; https://orcid.org/0000-0002-4214-7700; http://lattes.cnpq.br/5015707256397317
    Situated within the field of Autobiographical Research, this study explores the educational memoir as a research-formation apparatus. It aims to investigate the process of constitution and institutionalization of the educational memoir within the scope of a specific course, analyzing how students construct their initial training through autobiographical writing about the process of becoming a teacher. To achieve this, the study analyzes 28 educational memoirs produced as undergraduate thesis in the bachelor’s degree in Physical Education at the Federal University of Espírito Santo (Cefd/Ufes), contrasting them with the program’s syllabus. The analysis employs a comprehensive interpretative approach (Souza, 2014) and engages with theoretical propositions from Josso (2004), Abrahão (2013), Bragança (2018), and Passeggi (2020). By examining memories-references and formative experiences (Josso, 2004), the study establishes connections between memories, understood as fragments of lived time (Bosi, 2013), and the constitution of identity (Hall, 2006). The study argues that the adoption of the educational memoir as an undergraduate thesis in Cefd/Ufes reflects a curricular context that values autobiographical narratives about the process of becoming a Physical Education teacher as a core element of teacher training. The analyzed educational memoir serves as spaces and times for reflection, enabling students to reconnect with memories related to childhood, schooling, relationships with teachers, and the choice of teaching as a career. In this way, the study highlights the potential of the memorial of formation in multiple processes: as a space/time for formation for both the individual narrating and their supervising teacher; as a tool for evaluating the preparation offered by the institution; and as an object of investigation in studies focused on the initial training of teachers. In conclusion, the study asserts that educational memoirs not only narrate life stories but also function as a significant tool in the training of reflective and critical teachers