A construção da identidade e da prática docente do professor das escolas do campo
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2013
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Esta pesquisa tem como principal objetivo compreender o trabalho pedagógico dos
professores do campo e a construção de sua identidade na rede municipal de ensino da
cidade de Garanhuns-PE. Tomamos como fundamentação teórica a reconstrução da
concepção ontológica do trabalho humano e sua aproximação à teoria do agir comunicativo,
em consonância com a teoria pedagógica de Paulo Freire. Utilizamos a Metodologia
Interativa, através de um estudo de caso, com inquérito por questionário e entrevista, com a
técnica do Círculo Hermenêutico-Dialético, observações e análise documental. A nossa
amostra é composta por vinte professores. Os resultados revelam que o trabalho
pedagógico dos professores das Escolas do Campo depende do posicionamento com
relação à teoria pedagógica, podendo eles assumir o posicionamento bancário ou crítico e
emancipatório. Propomos algumas sugestões que possam contribuir para o
encaminhamento de mudanças em relação ao trabalho pedagógico sobre a educação e
prática docente nas escolas e, particularmente no contexto da pesquisa, nomeadamente,
proceder à revisão das teorias pedagógicas; promover estudos sobre a proposta curricular
da Educação do Campo e a interdisciplinaridade; elaborar e implementar projetos em
relação à prática e identidade docente, com visão interdisciplinar.
The main objective of his research is to understand the pedagogic work of field teachers and to build up of field teachers and to build up its identity in the city hall met of teaching in Garanhuns- PE city. Our basing theory is to recall the ontonlogic conception of human work and relate it to the theory of human approach, according to Paulo Freire’s pedagogic theory.The methodology adapted was the interactive one through case study, inquiry by questionnaire and interview, with the amostra tecnic of circulo Hermeneutic –Dialectic, observations and documental analyses. The group is composed by eighteen teachers. The results show the pedagogic work of Field Schools Teachers depends on the approach to te pedagogic theory. Such approach to the pedagogic theory. Such approach may be a Bank, a critic or an emancipating one. Some suggestion were made to halp addressing change related to halp addressing changes related to pedagogic work, education, teaching practice in schools and especially to research context, in a speciac way to continue the review of pedagogic theories; to promove studies on Field Education proposals and interaction between study subjects; to elaborate and implement projects related to teachers practice and identity emphasizing the link among subjects.
The main objective of his research is to understand the pedagogic work of field teachers and to build up of field teachers and to build up its identity in the city hall met of teaching in Garanhuns- PE city. Our basing theory is to recall the ontonlogic conception of human work and relate it to the theory of human approach, according to Paulo Freire’s pedagogic theory.The methodology adapted was the interactive one through case study, inquiry by questionnaire and interview, with the amostra tecnic of circulo Hermeneutic –Dialectic, observations and documental analyses. The group is composed by eighteen teachers. The results show the pedagogic work of Field Schools Teachers depends on the approach to te pedagogic theory. Such approach to the pedagogic theory. Such approach may be a Bank, a critic or an emancipating one. Some suggestion were made to halp addressing change related to halp addressing changes related to pedagogic work, education, teaching practice in schools and especially to research context, in a speciac way to continue the review of pedagogic theories; to promove studies on Field Education proposals and interaction between study subjects; to elaborate and implement projects related to teachers practice and identity emphasizing the link among subjects.
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Orientação: Alcina Manuela de Oliveira Martins
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, PRÁTICAS PEDAGÓGICAS, EDUCATION, TEACHERS EDUCATION, PEDAGOGICAL PRACTICES