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A trajetória dos grupos de estudo geempianos do DF - Diferencial de profissionalização de alfabetizadores : 1955-2017
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Orientador(es)
Resumo(s)
A pesquisa objetiva descrever e analisar a trajetória dos grupos semanais de estudos
geempianos do DF com vistas a compreender o caráter transformador desse espaço/tempo
significativo de aprendizagem e o que ele contribui para a profissionalização do professor.
Os estudos empreendidos para o desenvolvimento desta pesquisa seguem os pressupostos
da pesquisa qualitativa, sendo que, para coleta de dados utilizam-se instrumentos como:
a entrevista semiestruturada, a observação participante e a análise documental. Para
interpretação e análise dos dados, tomou-se a orientação da análise de conteúdo elegendo
as categorias explicativas extraídas das asserções discursivas. Foram investigados três
professores diretamente responsáveis pela implantação dos primeiros grupos geempianos
do DF (1995-1997), a coordenadora do Núcleo de Estudos Geempianos do DF
(NEGEDF), além do grupo semanal de estudos geempianos de Samambaia-DF.
Constatou-se no estudo que a trajetória dos grupos geempianos do DF tem sido uma
experiência que ao ser situada social e historicamente aponta para uma dimensão política
no sentido de que encontra-se direcionada para a democratização do ensino com
experiências bem sucedidas de implantação de projetos e programas que resultaram na
alfabetização de muitos jovens, crianças e adultos de classes populares, o que ainda
ocorre. Verificou-se que a formação permanente na lógica de grupos semanais de estudo,
tem sido um diferencial na medida em que possibilitou aos professores participantes
construírem elementos cognitivos necessários para compreender e ressignificar a prática,
buscando soluções e propondo mudanças significativas no contexto educativo, resultado
da articulação entre uma teoria bem fundamentada e a vivência do cotidiano escolar,
contribuindo para a profissionalização doente.
The aim of the present research is to describe and analyze the trajectory of weekly geempians groups of Federal District in order to understand the transformer character of this significant space/time of learning and how it adds to teacher’s professionalization. The studies for this research follow the suppositions of qualitative research, using for the data collect instruments like: semi-structured interview, participant observation and documental analysis. For the interpretation and data analysis, we choose content analysis selecting the explicative categories extracted from discursive units. The participants of this research are three teachers directly responsible by implementation of the first geempians groups of Federal District (DF) (1995-1997), the coordinator of the Core of Geempians Studies of DF (NEGEDF) and the weekly group of geempians studies from Samambaia-DF. We observe that the trajectory of geempians groups of DF has been an experience which from socially and culturally situated point of view show a political dimension, directed towards the teaching democratization with successful experiences of projects and programs implementation that have resulted in the literacy of many young people, children and adults of the working classes, which still occurs. It was verified that the permanent formation in the logic of weekly groups of study has been a differential that enabled the participating teachers to construct cognitive elements necessary to understand and re-signify the practice, searching for solutions and proposing significant changes in educative context, result of the articulation between a well-founded theory and the daily the daily life of the school, contributing to the teaching professionalization.
The aim of the present research is to describe and analyze the trajectory of weekly geempians groups of Federal District in order to understand the transformer character of this significant space/time of learning and how it adds to teacher’s professionalization. The studies for this research follow the suppositions of qualitative research, using for the data collect instruments like: semi-structured interview, participant observation and documental analysis. For the interpretation and data analysis, we choose content analysis selecting the explicative categories extracted from discursive units. The participants of this research are three teachers directly responsible by implementation of the first geempians groups of Federal District (DF) (1995-1997), the coordinator of the Core of Geempians Studies of DF (NEGEDF) and the weekly group of geempians studies from Samambaia-DF. We observe that the trajectory of geempians groups of DF has been an experience which from socially and culturally situated point of view show a political dimension, directed towards the teaching democratization with successful experiences of projects and programs implementation that have resulted in the literacy of many young people, children and adults of the working classes, which still occurs. It was verified that the permanent formation in the logic of weekly groups of study has been a differential that enabled the participating teachers to construct cognitive elements necessary to understand and re-signify the practice, searching for solutions and proposing significant changes in educative context, result of the articulation between a well-founded theory and the daily the daily life of the school, contributing to the teaching professionalization.
Descrição
Dissertação de mestrado, Educação (Área de especialização em História da Educação), Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Educação permanente Ensino-aprendizagem Alfabetização Teses de mestrado - 2017