DIÁRIOS DE FORMAÇÃO: TRAJETÓRIAS NARRATIVAS DE VIDA E DOCÊNCIA / DAILY TRAINING: PATHS OF LIFE AND TEACHING NARRATIVE

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

28/08/2009

RESUMO

The teacher education today is accompanied by numerous studies and publications that highlight the failures of education, limitations and lack of job training, which are some of the reasons for the crisis in education today. Teachers in the dynamics of their daily activities, often do not recognize inserted in exploitative and unequal society. The requirement of certification is that teachers accumulate in tasks and work. In this context teachers are participating in the research that make up the teaching staff of a school in a rural county in the state of Ceara, a member of the list of municipalities with lower notes of illiteracy in the state and national levels. Given this reality, the decision of the research occurred in order to contribute to the reflection of those teachers. The big question that has guided the work was: What is the contribution of action research in critical-collaborative teacher education and reframe their practices? The categories of analysis emerged in touch with the reality of field research, they are: teaching and training. The methodological approach was action research in collaborative critical-qualitative approach, favoring the participation of the group as co-researcher and allowing the pooling of knowledge of the University with the knowledge within the group investigated and the construction of pedagogical knowledge. The General objective of this study was: to analyze the learning process and reflection on teaching practice during the action research collaborative with critical and public school teachers from the narratives of daily training. And the following objectives: (1) investigate the work of teachers, their knowledge and training processes that influence the development of their practices, (2) Understanding the basics of action research, critical-collaborative, as a mediator of practice teaching, (3) Check the narratives of daily training of teachers and coordinators (research subjects) reflection points indicating the teaching and learning of meaning to teaching practice. On the job training with the group occurred in seven meetings, and the work was emphasized with the use of art, music and movies as learning facilitators. In the theoretical study, there was the approach of the authors: Freire (1975, 1978, 1979, 1994, 1996, 2000, 2002); Ghedin (2004); Barbier (1998), Moraes (1997, 2004, 2008), Pimenta (2000 , 2002, 2003, 2004, 2006, 2008) and Lima (2001, 2002, 2004). Analysis of data was based on the narratives of daily training.

ASSUNTO(S)

pesquisa-ação crítico-colaborativa diários de formação formação docência educacao action research is critical and collaborative teaching training daily training

ACESSO AO ARTIGO

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