A formação inicial de professores na Amazônia paraense: sentidos atribuidos pelos egressos a licenciatura em educação do campo
The present study investigated the social representations of teachers who graduated from the Licentiate Course in Field Education on the process of initial formation and the effects on teaching practice. Therefore, we subsidize this study in the theoretical field of teacher training in the field a...
| Autor principal: | CUNHA, Alessandra Sampaio |
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| Outros Autores: | LOUREIRO, Armando de Paulo Ferreira, NEVES, Joana d’Arc de Vasconcelos |
| Grau: | Artigo |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Pará
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.ufpa.br:8080/jspui/handle/2011/12541 http://dx.doi.org/10.18542/nra.v7i1.6982 |
| Resumo: |
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The present study investigated the social representations of teachers who graduated from the Licentiate
Course in Field Education on the process of initial formation and the effects on teaching practice.
Therefore, we subsidize this study in the theoretical field of teacher training in the field and in the
theoretical and methodological field of the Social Representations. As an instrument, the questionnaire
and semi-structured interviews were used. The social actors of this research were teachers, graduates
of the Degree in Field Education, who work directly in the territory of the Amazonian countryside in the northeast region, in order to investigate the following question: which directions do the graduates
attribute to the process of initial training and its effects on teaching practice in the Amazonian field
contexts? The results show that the social representations of the teachers about the course in Licentiate
in Field Education are inscribed in meanings and meaning that reveal that the formative process
experienced as a territory of opportunities - that contributed positively to the re - signification of the
teaching practice, as well as conflicts and contradictions - reaffirming the permanent struggle for the
right to education in the countryside and its specificities. These images guide practices that enhance
and enhance the knowledge and realities of the subjects, contexts and schools of the Amazon region. |