Formação de professores : a experiência da escola estadual de ensino fundamental assentamento união, Conceição da Barra/ES
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Data
2021-04-27
Autores
Souza, Sandra Madalena Valentim de
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Universidade Federal do Espírito Santo
Resumo
This research is the result of theoretical and practical research developed in the Master's Course of the Graduate Program in Teaching and Basic Education at the Federal University of Espírit Holy. It aims to understand the training processes of teachers, their pedagogical practices and the knowledge that mobilize and constitute the teaching work at the State School of Fundamental Education Settlement Unity, Conception of Bar, State of the Spirit Holy. It arose out of anguish and uneasiness when listening and witnessing the impacts caused by the interference of the State/ SEDU in the training processes of Pedagogy of Alternation in the Settlement Schools of the Movement of Rural Workers (MST). The theoretical contribution of this research is mainly based on the studies of Tardif (2002) and GAULTHIER et al (2013), among other authors that made it possible to deepen and reflect on the theme. The methodological mechanisms adopted are guided and associated with the theoretical framework selected through the narrative approaches of Souza (2004, 2007) and the qualitative research proposals of exploratory character by Gil (2002, 2008). Various instruments are used to reach the practices and voices spoken by the subjects involved, both individually and collectively in their daily activities and in listening to the specificities of Rural Education. The text is organized in chapters that reflect on the historical path of struggles for the reformulation of the teacher training curriculum from the end of the 1970s and start in 1980 onwards. Rural Education, following a discussion of teacher training in the daily life of the profession and the specificity of Rural Education and the particularity of the School of Fundamental Education Settlement Unity, and the analysis and interpretation of data. The results indicate as practical and pedagogical experience of Pedagogy of Alternation that Rural Education and teacher training are the basis for the construction of educational practices aimed at professional, pedagogical and political training in the context of Rural Education
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