A formação do sujeito e o sujeito da formação: a relação com o saber de professores de classes de educação de jovens e adultos de São Leopoldo

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The present master thesis examines the relationship that Adult and Youth Education establish with the knowledge and their profession. It is based on the premise that knowledges, the relationships and the meanings teachers build and transform throughout their lives are intrinsically related with knowledges, relationships and meanings that those teachers construct about their occupation. The research is based on the studies developed by Charlot (2000) about the notion of the relationship with the knowledge and has as its main objectives: identify in the personal and school history, constitutive elements of teachers option in the filed of adult and young education; examine the influence that personal and school history data have in the relationship that teachers establish with the knowledge and with their profession, and finally examines the relationship that adult and young education teachers establish with the pedagogic knowledge. From the methodological perspective, this work utilizes Baqueros proposal of research-formation (2005), which has as its main organizing axels of the formative process four pedagogic questions suggested by Smith (1989); (1) descriptive questions; (2) interpretation questions; (3) confrontation questions, and (4) reconstruction questions. The experience generated by a formative research stimulates each subject of this investigation to realize a reflection about what had an impact in their life as a teacher that forms students, leading to reflect on the things that each one thinks and does. At the same time it strengthens auto-formation space where he/she can reflect about himself/herself, where their trajectory and professional practice are privileged elements. The research-formation took place on four monthly encounters each lasting two hours, concomitant with the realization of ten interviews. Results of the research indicate that the field study that investigates the relationship with the knowledge it could become an important tool in the process of thinking about teachers formation, taking into account the need of interaction spaces among the personal and professional dimensions in the formative process, because these spaces open the possibilities of dealing with the meaning of teachers history, personal as well as professional in regards to their construction and ways of being in this profession

ASSUNTO(S)

adult and youth education jovem teachers formation formative research professor formação adulto saber teacher knowledges educacao relationship with knowledge

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