Teaching and pedagogical practice in the perception of graduates of the IEAA Pedagogy Course

Submitted by El?zia Celestino (eliziapcel@gmail.com) on 2020-04-07T15:30:51Z No. of bitstreams: 3 Disserta??o El?zia Peres Celestino PPGECH.pdf: 1591073 bytes, checksum: 4b6f4701c27637034ef79c92060ee135 (MD5) CartaEncaminhamentoAutodep?sito Dissert El?zia.pdf: 312748 bytes, checksum: ec78fefca56f7693bb7cd9279bff8602 (MD5) Ata de defesa Disserta??o El?zia P C.pdf: 264246 bytes, checksum: bac51631fe7edd94fef91e244141d028 (MD5)Approved for entry into archive by PPGECH Ci?ncias e Humanidades (secretariappgch@gmail.com) on 2020-04-08T19:18:12Z (GMT) No. of bitstreams: 3 Disserta??o El?zia Peres Celestino PPGECH.pdf: 1591073 bytes, checksum: 4b6f4701c27637034ef79c92060ee135 (MD5) CartaEncaminhamentoAutodep?sito Dissert El?zia.pdf: 312748 bytes, checksum: ec78fefca56f7693bb7cd9279bff8602 (MD5) Ata de defesa Disserta??o El?zia P C.pdf: 264246 bytes, checksum: bac51631fe7edd94fef91e244141d028 (MD5)Approved for entry into archive by Divis?o de Documenta??o/BC Biblioteca Central (ddbc@ufam.edu.br) on 2020-04-08T20:13:10Z (GMT) No. of bitstreams: 3 Disserta??o El?zia Peres Celestino PPGECH.pdf: 1591073 bytes, checksum: 4b6f4701c27637034ef79c92060ee135 (MD5) CartaEncaminhamentoAutodep?sito Dissert El?zia.pdf: 312748 bytes, checksum: ec78fefca56f7693bb7cd9279bff8602 (MD5) Ata de defesa Disserta??o El?zia P C.pdf: 264246 bytes, checksum: bac51631fe7edd94fef91e244141d028 (MD5)Made available in DSpace on 2020-04-08T20:13:10Z (GMT). No. of bitstreams: 3 Disserta??o El?zia Peres Celestino PPGECH.pdf: 1591073 bytes, checksum: 4b6f4701c27637034ef79c92060ee135 (MD5) CartaEncaminhamentoAutodep?sito Dissert El?zia.pdf: 312748 bytes, checksum: ec78fefca56f7693bb7cd9279bff8602 (MD5) Ata de defesa Disserta??o El?zia P C.pdf: 264246 bytes, checksum: bac51631fe7edd94fef91e244141d028 (MD5) Previous issue date: 2020-03-02FAPEAM - Funda??o de Amparo ? Pesquisa do AmazonasBased on the Law of Guidelines and Bases of National Education n.? 9.394/1996 and the expansion of higher education, access to university is an undeniable, mainly, for those who lived in the farthest places of our country, but who had the opportunity to be trained professionally in higher education. Thus, the present study casts as the main objective: to understand the perception that teachers have of themselves in the process of teaching and in the development of its pedagogical practices. The research was designed by a qualitative approach, using the narrative interview technique with the objective of giving voice and time to five teachers, formed by the Pedagogy course of the IEAA/UFAM, who work with the initial grades of Elementary School in public schools in the city of Humait?. The interpretation of the data followed the Content Analysis. The theoretical-methodological contribution was based in studies by N?voa (1999, 2013); Marcelo Garc?a (1999, 2009); Souza (2006, 2007); Huberman (2013); Cunha (2012, 2013, 2014); Bardin (2014); Silva (2015, 2019) and other contributions that underpinned the thematic. In the expectation of achieving the proposed objective, the work focused more specifically on the perception of how the school training course was configured by the graduated students; analysis of the pedagogical practices and their relation with teaching and institutional support. The results indicated that the school and academic process was permeated by challenges and intense learning. By debuting in teaching, teachers began to experience a reality with good times and other adverse, other easier and more complex questions; expressed feelings of defeat and success. The pedagogical practices mentioned by our participants brought the new to the day, with the feeling of being recreating their pedagogical practices. The teachers evidenced the precariousness of school infrastructure, the lack of didactic resources and the devaluation of aspects that interfere with teaching. But they recognize that in tackling the problems that emerged on the "floor" of the school, the support of some of their peers gave them subsidies so that they could circumvent adverse circumstances in the exercise of the profession. Therefore, teachers perceive themselves as active professionals who are in an unceasing search for professional development. This knowledge of himself/herself provoked changes in attitudes that helped in the constitution of necessary knowledge for teaching, stimulating a continuous improvement of the pedagogical practices developed in the classroom.A partir da Lei de Diretrizes e Bases da Educa??o Nacional n.? 9.394/1996 e da expans?o do ensino superior, o acesso ? universidade ? um fato ineg?vel, principalmente, para os que viviam nos mais long?nquos lugares de nosso pa?s e tiveram a oportunidade de continuar os estudos em n?vel superior. A pesquisa elencou como principal objetivo: compreender a percep??o que professoras t?m de si no processo da doc?ncia e no desenvolvimento de suas pr?ticas pedag?gicas. A investiga??o se desenhou por uma abordagem qualitativa, utilizando a t?cnica da entrevista narrativa para dar voz e vez a cinco professoras, egressas do curso de Pedagogia do IEAA/UFAM, que trabalham com os anos iniciais do Ensino Fundamental em escolas p?blicas do munic?pio de Humait?. A interpreta??o dos dados seguiu, especialmente, os caminhos da An?lise de Conte?do. O aporte te?rico-metodol?gico se fundamentou em estudos de N?voa (1999, 2013); Marcelo Garc?a (1999, 2009); Souza (2006, 2007); Huberman (2013); Cunha (2012, 2013, 2014); Bardin (2014); Silva (2015, 2019) e outros que discutem a tem?tica em suas pesquisas. Na expectativa de alcan?ar o objetivo proposto, a pesquisa se desdobrou em objetivos mais espec?ficos, enfocando a descri??o da configura??o do percurso de forma??o escolar e acad?mica das egressas; identifica??o de experi?ncias emergidas no exerc?cio da doc?ncia; an?lise das pr?ticas pedag?gicas e sua rela??o com ensino e o apoio institucional no processo de inser??o na doc?ncia. Os resultados indicaram que o processo escolar e acad?mico foi permeado de desafios e intensas aprendizagens. Ao estrear na doc?ncia, as professoras passaram a vivenciar uma realidade de momentos bons e outros adversos, quest?es mais f?ceis outras mais complexas; expressaram sentimentos de derrotas e de ?xito. As pr?ticas pedag?gicas mencionadas pelas participantes fizeram emergir o novo diante do cotidiano e o sentimento de responsabilidade do ser docente em busca de mais conhecimentos. Os desafios da doc?ncia foram motivos de est?mulo para que as professoras continuassem se fazendo, refazendo, criando, recriando suas pr?ticas pedag?gicas. Contudo, evidenciaram que a precariedade da infraestrutura escolar, a falta de recursos did?ticos e a desvaloriza??o da profiss?o s?o aspectos que interferem no fazer docente. Reconhecem que o apoio de alguns de seus pares foram subs?dios para o enfrentamento das problem?ticas que emergiram no ?ch?o? da escola em circunst?ncias adversas no exerc?cio da profiss?o. As professoras percebem-se como profissionais ativas, em busca constante pelo desenvolvimento profissional docente. E a percep??o de si provocou mudan?as de atitudes que ajudou na busca de conhecimentos necess?rios ? doc?ncia, estimulando um cont?nuo aperfei?oamento das pr?ticas pedag?gicas desenvolvidas em sala de aula.A maior dificuldade foi somente com a conex?o da internet, pois dificultou para a inser??o dos dados. Acredito que o formul?rio ? bem explicativo e as informa??es no site s?o claras e compreensivas.Agrade?o o apoio de todos que contribu?ram para a conclus?o deste trabalho. E almejo que seja uma luz na expectativa de amenizar o sofrimento humano