Formação de professores : a experiência da escola estadual de ensino fundamental assentamento união, Conceição da Barra/ES

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dc.contributor.advisor1Orientador1
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dc.contributor.authorSouza, Sandra Madalena Valentim de
dc.contributor.authorIDhttps://orcid.org/
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dc.contributor.referee11º membro da banca
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dc.contributor.referee22º membro da banca
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dc.contributor.referee33º membro da banca
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dc.contributor.referee44º membro da banca
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dc.contributor.referee55º membro da banca
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dc.contributor.referee66º membro da banca
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dc.contributor.referee77º membro da banca
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dc.date.accessioned2024-09-13T19:55:27Z
dc.date.available2024-09-13T19:55:27Z
dc.date.issued2021-04-27
dc.description.abstractThis 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
dc.description.resumoresumo
dc.description.sponsorshipFAPES
dc.formatText
dc.identifier.urihttp://repositorio.ufes.br/handle/10/17730
dc.languagepor
dc.language.isopt
dc.publisherUniversidade Federal do Espírito Santo
dc.publisher.countryBR
dc.publisher.courseMestrado em Ensino na Educação Básica
dc.publisher.departmentCentro Universitário Norte do Espírito Santo
dc.publisher.initialsUFES
dc.publisher.programPrograma de Pós-Graduação em Ensino na Educação Básica
dc.rightsembargoed access
dc.subjectPalavra-chave
dc.subject.cnpqEnsino
dc.titleFormação de professores : a experiência da escola estadual de ensino fundamental assentamento união, Conceição da Barra/ES
dc.typemasterThesis
foaf.mboxemail@ufes.br
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