Desenvolvimento profissional docente de professores do campo em Orizona-GO (1950-1980): análise a partir de narrativas
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Data
2018-03-23
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Universidade Federal de Goiás
Resumo
Discussions on field teachers in Orizona-GO, is an emerging topic because it is a subject little discussed in the literature, so this research was designed and objectified with the intention of contributing to this field of study, when analyzing the professional development of the professors of the field from 1950 to 1980. We adopt (auto) biographical narratives as a methodology, believing that from what is narrated, we learn the singularity of a speech and an experience, causing a cluster of thoughts and memories to gain meaning and meanings. These teachers reported on their life stories, pedagogical practices, learning, teacher-teacher relationship, with student, parents, school community and so they spoke about their personal and professional being, and it was through these narratives that we were able to analyze professional teacher development . We use as theoretical contribution: Huberman (1992-1995), Novóa (2007), Marcelo Garcia (1999), Ferreira (2013), Josso (2004), Araújo (2009) among other authors.
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Desenvolvimento profissional docente, História de vida, Abordagem (auto)biográfica, Professores do campo, Professional development teacher, Life's history, Biographical (auto) approach, Teachers of the field
Citação
LOPES, I. G. Desenvolvimento profissional docente de professores do campo em Orizona-GO (1950-1980): análise a partir de narrativas. 2018. 85 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2018.