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Abstract(s)
Ao refletir sobre o professor e a sua função como profissional da educação,
que contribui para uma formação e transformação qualitativa da sociedade,
há de se considerar a presença da responsabilidade humanista na docência.
Tratando-se de adultos que retornam aos bancos escolares, exige uma notória
compreessão da identidade e do lugar do educando no mundo. Desta forma,
o professor se coloca, ao mesmo tempo, como norteador e facilitador,
permitindo que o educando resgate a sua trajetória, tome consciência do seu
tempo e do seu espaço. Permite ainda, que se compartilhe saberes e
experiências importantes para o contexto político-social. Esta pesquisa tem
por objetivo geral, analisar a viabilidade e os potenciais contributos do
recurso dos métodos autobiográficos na Educação de Jovens e Adultos,
através dos professores que atuam no PROEJA, designadamente, no curso de
Vendas, do Instituto Federal Farroupilha, Campus Santa Rosa. Considerando
que a dialogicidade presente no método autobiográfico permite que os
educandos partilhem as suas histórias de vida de modo a se identificar e
aprender com elas, este estudo, realizado através de entrevistas semiestruturadas,
foi voltado à análise da prática docente e pretendeu refletir com
os educadores sobre a importância de conhecer o educando e, com ele a sua
história de vida, como recurso para a aprendizagem. Os resultados apontaram
que os educadores entrevistados, maioritariamente, desconhecem esta
metodologia, contudo, reconhecem que mobilizam algumas experiências de
vida dos educandos no cotidiano escolar, enfatizando a importância de
recorrer às experiências prévias dos jovens e adultos.
When reflecting on the teacher and his function as a professional of education, that contributes to the qualitative formation and transformation of society, the presence of humanistic responsibility in teaching must be considered. In the case of adults returning to school benches, it is required a notorious understanding of the identity and place of the learner in the world. In this way, the teacher is placed at the same time as a guide and facilitator, allowing the learner to rescue his trajectory, become aware of his time and their space. It also allows for the sharing of knowledge and experiences relevant to the socio-political context. This research has the general objective of analyzing the feasibility and the potential contributions of the resources of autobiographical methods in the Education of Youngs and Adults, through the professors who work in PROEJA, namely in the Sales course, of Federal Institute Farroupilha - Campus Santa Rosa. Considering that the dialogicity present in the autobiographical method allows the students to share their life histories in order to identify and learn from them, this study, carried out through semi-structured interviews, was focused on the analysis of the teaching practice and intended to reflect with educators the importance of knowing the learner and with him his life history as a resource for learning. The results showed that the interviewed educators, in their majority are not aware of this methodology, however, they recognize that they mobilize some life experiences of the students in the school daily, emphasizing the importance of resorting to the previous experiences of young people and adults.
When reflecting on the teacher and his function as a professional of education, that contributes to the qualitative formation and transformation of society, the presence of humanistic responsibility in teaching must be considered. In the case of adults returning to school benches, it is required a notorious understanding of the identity and place of the learner in the world. In this way, the teacher is placed at the same time as a guide and facilitator, allowing the learner to rescue his trajectory, become aware of his time and their space. It also allows for the sharing of knowledge and experiences relevant to the socio-political context. This research has the general objective of analyzing the feasibility and the potential contributions of the resources of autobiographical methods in the Education of Youngs and Adults, through the professors who work in PROEJA, namely in the Sales course, of Federal Institute Farroupilha - Campus Santa Rosa. Considering that the dialogicity present in the autobiographical method allows the students to share their life histories in order to identify and learn from them, this study, carried out through semi-structured interviews, was focused on the analysis of the teaching practice and intended to reflect with educators the importance of knowing the learner and with him his life history as a resource for learning. The results showed that the interviewed educators, in their majority are not aware of this methodology, however, they recognize that they mobilize some life experiences of the students in the school daily, emphasizing the importance of resorting to the previous experiences of young people and adults.
Description
Keywords
Métodos autobiográficos Prática de ensino Formação docente PROEJA Autobiographical methods Teaching practice Teacher training
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação