FACULDADE DE EDUCAÇÃO

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https://repositorio.ufcat.edu.br/handle/tede/6
A Faculdade de Educação é atualmente composta por 02 (dois) cursos de graduação: Pedagogia e Educação no Campo e 1 (um) Programa de pós-graduação stricto sensu: Mestrado em Educação. Ela compõem a estrutura da Universidade Federal de Catalão.

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Navegando FACULDADE DE EDUCAÇÃO por Assunto "(Auto)biographical research"

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    As percepções de uma escola da roça: narrativas de crianças
    (Universidade Federal de Goiás, 2020-07-27) Barbosa, Márcia Gizella Nunes; Erbs, Rita Tatiana Cardoso; http://lattes.cnpq.br/5096823373079853; Erbs, Rita Tatiana Cardoso; Passeggi, Maria da Conceição Ferrer Botelho Sgadari; Faleiro, Wender
    This research with a qualitative approach falls within the scope of (auto) biographical research in education and takes children's narratives as the source of the investigation. The choice to listen to what children in the countryside say about school is justified because they are the majority public, served in these spaces, for whom, therefore, education policies are primarily intended. The general objective of the research is to understand the reality of the only school operating in the countryside in the city of Campo Alegre, in Goiás-GO, perceived by the children. We start from the following question: How does Escola da Roça present itself from the children's perspective? The research participants were 06 children from 5 to 11 years old, enrolled in the researched school. From the methodological point of view, we used as sources collection procedures 6 (six) Narrative Workshops, elaborated based on playful actions and in the following protocol: Luísa, a rag doll, comes from the city to visit the school in the countryside. The purpose of the doll in the investigation is to encourage children to narrate what they experience at school, thus serving as a mediator, creating bonds with the children and between the children and the researcher. The analyzes show the meanings that children attribute to the school. The perceptions of the school found in their narratives represent the view of the children who attend that space. The research results show three aspects: a) school as a place of social construction, involving values, meanings and experiences; b) school as a cultural space in the construction of knowledge, c) school as a place for the personal transformation of the child and for contributions to changes that transform the environment and especially the people who participate in it. We conclude that the investigation with children's narratives brings theoretical and methodologies for understanding the child, while being reflective, participative and mobilizing, enabling new ways of conceiving the child and thinking about the school, making it clear that the school in the countryside contributes to social development as a place at the same time of passing and promises, a place where the child is fully involved and where his childhood is felt by them as a specific moment of his awakening to life, for himself and for the world, involving longings for cultural, experiential learning, recognition and valuing the opportunities that the school provides them.