Navegando por Autor "Normando, Tarcísio Serpa"

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Campus Corrente do Instituto Federal de Educação, Ciência e Tecnologia do Piauí: investigação narrativa de sujeitos
(2024-09-26) Silva, Marcone Pereira da; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Rythowem, Marcelo; http://lattes.cnpq.br/5061712494939723; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746
This dissertation aimed to conduct a narrative investigation of subjects from the Corrente Campus of the Federal Institute of Education, Science and Technology of Piauí, seeking to understand the historical trajectory of this campus through narrative investigation with some historical subjects, investigating the social impact, due to the need to record its historical trajectory, analyzing its role in local and regional education, its institutional identity and the social impact it has caused for the municipality of Corrente/PI. To this end, bibliographic research guided by qualitative research was adopted, which allows for a thorough reading of the data, due to the interpretative richness, the contextualization of the studied environment (Gil, 2007), also offering a recent, natural and holistic perspective of the phenomena, as well as a flexibility of data acquisition and interpretation methods. As a data analysis procedure, we used Dircursive Textual Analysis (Moraes and Galiazzi, 2016). This study is based mainly on the works of Maurice Halbwachs (1990), Paul Ricoeur (2007), Ecléa Bosi (1994; 2003) and Le Goff (1990) in addition to the German theorist Walter Benjamin (1994). The implementation of the IFs and the Extension Plans of the Federal Network go against the established neoliberalism, resulting in opportunities for working-class youth to obtain quality education, through an educational system that inserts these youth into society as fully self-aware and autonomous individuals, so that they can participate in the construction of a new society based on equality (social, political and economic). The results of this investigation highlight the historical trajectory of the Corrente/IFPI Campus, evidencing the significant impact of the institution in the city of Corrente/PI. The assessment of the social impact demonstrated that the Corrente/IFPI Campus has played a crucial role both in the lives of its graduates, by providing educational and professional opportunities, and in the socioeconomic development of the city of Corrente. As an educational product, an e-book was developed that compiles and narrates the history of Campus Corrente/IFPI through the voices of its protagonists, offering a comprehensive and humanized view of the institutional trajectory.
Constituição de si e formação docente: reflexões (auto)biográficas de professores
(2023-02-17) Silva, Iara Batista da; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Nascimento, Maria Evany do
The meaning we give to the exercise of teaching requires that the teacher seek elements in their training that allow them to understand themselves in the profession and in the training process. With the objective of contributing to the self-education of teachers from the understanding of the constitution of their teaching, we start from the following research problem: How to promote the self-education of teachers from the understanding of how they constituted themselves as teachers? The fabric of the dialogue is based on considerations about ipseity and teacher training imbricated in the epistemology of research-training, through the (auto)biographical approach, considering that the life stories of teachers are fruitful sources in research in education. The research is guided by the narrative approach, as we agree that it enables the writing and reflection of the experiences arising from the intrinsic daily life in the pedagogical practice. For the construction of the data, we used the training memorial and the narrative interview, as they allow the turning to oneself and the emergence of the subjectivities imbued in the training/self-training. The research participants were two groups of teachers, the first being composed of three teachers of the English language, and the second by teachers who participated in the Pedagogical Workshop entitled: Constitution of the self and the teacher's office: biographical reflections and teacher training, elaborated as an educational product of the present research. The development of this study showed that the fecundity of research-training for understanding the constitution that, in the role of the reflective teacher, re-signifies the process of construction/deconstruction/reconstruction of teaching, rebuilds their teaching identity and becomes aware of their personal and professional actions. establishing, therefore, new knowledge and behaviors that will contribute for the teacher to develop their ability to create, innovate and organize their ideas and methodologies, among other practices of the profession's craft.
Contar-se de uma professora resiliente: um processo como pretexto para efetivação da (auto)formação a partir de uma metodologia alternativa
(2023-02-13) Alencar, Danielle Golvim da Silva; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Oliveira, Caroline Barroncas de; http://lattes.cnpq.br/7898558694581023
Study that brings contributions so that teachers can reflect on the meaning given to Resilience in being a teacher, bringing the experiences built by the subjects throughout their life journey, hoping that through this they can remember past experiences in the process of reflection, leading to resignification, construction and understanding of resilience in the process of human and professional training. In principle, we discuss approaches to the term Resilience, considering similar and divergent aspects, as a possibility of making distinct manifestations regarding the topic evident. Sequencing, we seek to give meaning to Being a Teacher in the Training Process, taking as a reference the fact that Being a teacher since the earliest times has been a great challenge, there is a complexity in the profession. Furthermore, Resilience in being a teacher is discussed, taking as a starting point the principle that the aforementioned term has been used not only in psychology, it is also present in education. These reflections are expected to provide reflective contributions to teachers.
Do martírio da memória ao encanto da imaginação: uma proposta para formação inicial de professores de História na perspectiva do letramento histórico
(2023-12-06) Carvalho, Thalia Abreu de; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Silva, Patrícia Rodrigues
This research, inserted in the field of Teacher Training and Historical Education, is dedicated to an investigation into the initial training of History teachers from the perspective of the concept of "Historical Literacy". This approach is based on the convergence of two research categories: "Historical Consciousness" and "Historical Literacy". The assumptions of Historical Literacy that are examined here seek to criticize the traditional model of History teaching, promoting alternatives based on a critical view of teaching. The objective of the research is to analyze how the Historical Literacy category contributes to reflection on teaching practices during the initial training of History teachers. The results of this study served as the basis for developing a proposal for initial training for History teachers with a focus on Historical Literacy. To publicize this proposal, the Podcast "PODFORMAR" was created, designed with the purpose of assisting in the training of future teachers who are aware of their role in training critical students and capable of relating school teaching to everyday life.
Formação de professores e educação antirracista a partir de narrativas (auto)biográficas
(2024-02-29) Silva, Rafaela Fonseca da; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746
The research is inserted in the field of Teacher Training and Anti-Racist Education, it is dedicated to an investigation through the experiences of a quilombola researcher and understanding the need to be renewed and implemented according to laws 10.639/03 and 11.645/08 in everyday life school. The assumptions of Anti-Racist Education through the (auto) biographical narratives that are demonstrated here seek to criticize the non-execution of anti-racist education in everyday school life and the challenges that black teachers face in their professional training and practice. The objective of the research is to analyze the role of (auto) biographical narratives in the training of black teachers for Anti-Racist Education. This exercise will enable a reflection on the author’s experience in this struggle. And from this set of analyses, build an educational product that promotes the appreciation of the (auto) biographical narrative in the training of black teachers for anti-racist education. The following authors were identified for the theoretical framework: a) on issues linked to racism: Abdias Nascimento, Djamila Ribeiro, Silvio de Almeida, Nilma Lino Gomes, Lélia Gonzalez, Conceição Evaristo, Kabengale Munanga, Chimamanda Nigozi Adiche, bell hooks; b) on teacher training issues: António Nóvoa, Francisco Ibernón, Donald Schön, Isabel Alarcão, Carlos Libâneo; c) on issues related to (auto)biographical narratives: Marie-Christine Josso; Elizeu Clementino Souza, Maria da Conceição Passeggi, D. Jean Clandini, Michael Connelly.The approach used in this research was qualitative, as it tries to understand how the phenomenon happens through the approach of language, its symbols, senses, meanings and representations. To achieve the objectives of this research. The results served as a basis for developing an initial training proposal for black teachers from Quilombo Urbano de São Benedito with a focus on racial literacy. To publicize this proposal, an Educational Product entitled “Sankofa” Anti-Racist Teacher Training Book was created, presenting a contemporary discussion on anti-racist education based on primarily black literature with the participation of black teachers from Quilombo Urbano do Barranco de São Benedito who were the subjects of this research.
Memórias pedagógicas de professores ribeirinhos do Baixo Amazonas
(2023-12-05) Pessoa, Jony Alason da Silva; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Beltrão, Isabel Lobato
In this work, we highlight the great importance of analyzing the pedagogical practices experienced by riverside teachers who taught/teach classes in the communities of Barreirinha, in the lower Amazon region, considering mainly the process of knowledge construction, the possibilities of self-education and the resignification of contemporary knowledge in the context of professional and technological education. This research focuses on memories in narratives, telling episodes of lives from an ontological point of view, highlighting moments of resilience, self-education, teacher training and pedagogical practice. Starting from the research problem “How can riverside teachers contribute with the experiences acquired during their training and execution of teaching pedagogical practices in riverside schools based on their narratives?” we traced a guiding thread, with the main objective “To understand records of memories of riverside teachers who tell episodes of their lives in an ontological sense, highlighting moments of resilience, self-education, teacher training and pedagogical practice throughout their teaching work in riverside schools in the lower reaches Amazon.” As for the method, the work presented here is of a qualitative nature based on the foundations of Creswell (2014), as it considers propositions of a research method/methodology. As for the type of research, this in turn is based on narrative research with a focus/approach on autobiography. There is always a story involved, which is always changing. “Experience happens narratively. Narrative research is a form of narrative experience” (Clandinin and Connelly, 2011, p.49). The work is divided into three chapters, all aligned with guiding questions parallel to the specific objectives. The first chapter presents the researcher's formative memorial, in the second chapter the proposal/scope of the research that generated the educational product presented in five stages and even though each one has its specificities, they complement each other and in the third chapter the educational product that The proposal is a workshop where teaching narratives were collected. The study sought valuable insights into the experiences, learnings and strategies developed by these educators, providing a deeper understanding of the unique educational context of these riverside communities in the Amazon region. The narratives also signal a reflection on the democratization of education today, as most riverside schools emerge using digital technologies to provide teachers with new pedagogical experiences linked to teaching practices, knowing that in current times digital technologies are not democratized in our state, that is, new policies are necessary. In short, the theme's texture brought great reflections and significant contributions and greatly impacted the construction of the Educational Product proposed here as “Oficina de Memórias Pedagógicas de Professores Ribeirinhos”, whose contribution focused on self-education, using the digital applications WhatsApp and Facebook as a facilitating resource. /Instagram, which can serve as inspiration for teachers in their current pedagogical practices, and for trainers to make use of this product, based on self-education, teacher training, pedagogical practice and resilience of riverside teachers.
Narrativas (auto)biográficas, resistência e empoderamento: uma proposta para a formação de professores suleada pela práxis decolonial a partir da afroperspectiva
(2024-02-23) Santos, Tereza de Jesus dos; Normando, Tarcisio Serpa; Normando, Tarcísio Serpa; Belizario, Maria Rutimar de Jesus; Melo, Patrícia Maria Alves de
The present study was developed in the context of the Postgraduate Program in Technological Education at the Federal Institute of Amazonas, Manaus -Centro campus, in the research line I Processes for Effectiveness in Teacher Training and Pedagogical Work in Technological Teaching Contexts. The research emerges from the urgency of recognizing and valuing the quality of ethnic-racial diversity that is included in our society. For this purpose, our general objective proposes to discuss teaching experiences and propose teacher training anchored in a pluriversal, anti racist and decolonial approach for teachers working in Basic Education. From this, we seek to question the theme in question, in which refers to teacher practices, pointing out a break with the legacy of the European colonial civilization process that still structures Brazilian society, thus showing a training perspective for ethnic-racial diversity. In the development of our investigative proposal, we formed a teaching group from different areas of knowledge as well as an activist in the black movement. To carry out the research, as well as the elaboration of our educational product proposal, the biographical project studio, we suggest from the perspective of qualitative research, anchored in (auto) biographical narratives with theoretical sport, among other authors, Delory-Momberger (2006- 2012), Freire (2009, 2016, 2017), Gomes (2008, 2017, 2019, 2023), Goodson (2019), Josso (2006), Minayo (2017), Rufino (2019, 2021, 2023), Souza (2008 ). , 2011, 2015, 2016), Nóvoa (2009, 2023). Because of this, our theoretical support contributed to a dialogue/reflection in the anti-racist struggle through the possibilities of constructing proposals for teachers to reframe their practices, recognizing and valuing the ethnic-racial diversity that exists in our society and thus, breaking with the structure that carries the still predominant model of education, the legacy of the colonial project, which was based on the destruction, silencing and erasure of non-white beings. Our methodological contribution followed the qualitative approach in the following methods: (auto)biographical narratives and pedagogical letters. In the first moment of the investigation In the field, the work with pedagogical letters was developed, where teachers exchanged letters narrating their trajectories. our work. In view of this, we believe that our research contributed to the participating teachers and has great potential to contribute to many others who later come to participate in the studio effectively from a perspective of rupture and new meaning of their practices in favor of anti-racist education, decolonial and pluriversal in the construction of an equitable, supportive, democratic and racism-free society, welcoming other knowledge, other voices and other ways of being in the world.
Oficina de práticas pedagógicas para o ensino de história em contexto pluriétnico
(2017-06-13) Silva, Letícia Alves da; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Vieira, Ana Lúcia; http://lattes.cnpq.br/1467122991039987
A construction of pedagogical practices for the teaching of History within a teacher training workshop sought to share and build strategies to develop contents of the History subject articulated to elements of the indigenous culture of the Upper Rio Negro. In this sense, it was worked for the development of the contents through generator themes and pedagogy of projects, highlighting other teaching strategies to be developed with students: drama classes, maps and songs. A teacher training workshop under the guidance of action research emphasized theorists who deal with pedagogical practices for the teaching of History within the context of indigenous education. As a written document we developed albums with the result of the work with the content "Historical Sources", generator theme "Plants" and pedagogy of projects about "The emergence of the world and life" by the indigenous and non-indigenous view. Thus, the texts were written in the Baniwa, Tukano, Yanomami and Nheengatú languages, and they were translated into Portuguese. These productions were elaborated by teachers who participated in the training workshop, given the need of pedagogical material for teaching History with texts and illustrations. Finally, this set of efforts will serve to contextualize the teaching practice and contents of the History subject to the ethnic, linguistic and cultural diversity of the indigenous matrix that is present in the classrooms of the educational institutions of the Upper Rio Negro.
PODFORMAR: uma proposta para a formação inicial de professores de História na perspectiva do Letramento Histórico
(2023-12-06) Carvalho, Thalia Abreu de; Normando, Tarcísio Serpa
This educational product (PE) is the result of research entitled “From the martyrdom of memory to the enchantment of imagination: a proposal for the initial training of History teachers from the perspective of historical literacy”, ocated in the field of Teacher Training and History Education. The agreements for Historical Literacy move towards the critique of the memoirist model of teaching for the discipline of History, revealing alternative possibilities in a critical teaching perspective. The research proposal analyzed the contributions of the Historical Literacy category to the reflection of teaching practices during the initial training of History teachers. The results of the investigation served as a basis for the construction of a proposal for the initial training of History teachers anchored in historical literacy. The observed that served as a vehicle for this training was the Podcast Podformar, a scientific dissemination program that aims to contribute to the training of future teachers who are increasingly aware of their role in the training of critical subjects. Teachers trained through this proposal will be able to relate school teaching to everyday life and, thus, form critical subjects who are attentive to their environment.
A prática docente mediante aos desafios da implementação da Lei 13.415/2017: formação de professores para unidade curricular cultura digital
(2023-10-27) Fonseca, Roseny Bezerra da Silva; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Souza, Fabrício Magalhães de
Considering aspects such as the importance of technological resources in building digital skills and the need for training actions, as well as the diagnosis of the use of technological tools by teachers, the research aimed to investigate teacher training needs for the curricular unit "Digital Culture " in the context of the New High School, promoted by Law 13.415/2017. The need to conduct an investigation on teacher training in relation to digital culture arises from the verification of the demands identified in certain schools of the state education network in Manaus during the period of remote teaching in 2020. Given these circumstances, it was necessary to reorganize the practice of teaching, recognizing the heritage of digital culture and the domain of technological resources in the educational context. The theoretical framework was built based on several authors, the first two, Castells (1999) and Moran (2007; 2013), maintained a similar thought in relation to digital culture, although with some specific nuances. Both recognize the importance of digital culture in contemporary society and agree that technology is involving many aspects of everyday life. Castells highlights the importance of digital technologies in shaping cultural practices and identities in the network society, emphasizing their dynamic, global and transformative nature, while Moran emphasizes the importance of embracing digital culture as an opportunity to innovate and rethink educational models, while while highlighting the need to deal with the challenges and ethical issues associated with the digital world. Continuing with the theoretical foundation, although they are different authors, Imbernón (2011) and Nóvoa (2009) present similarities in relation to teacher training, highlighting the importance of reflective practice, knowledge construction and continuous professional development. To achieve the objective proposed in the research, action research with a qualitative approach was used as a methodological procedure. For data collection, in addition to bibliographical and documentary research, a semi-structured questionnaire was applied in three schools of the Department of Education and Teaching Quality (SEDUC/AM), with the collaboration of 30 teachers working in high school. The participants' statements were analyzed using the principles of methodology and content analysis proposed by Bardin (2011). The results of the study concluded that the product developed during the research served as a guiding instrument for formative pedagogical practices and for the development of the curricular unit "Digital Culture" among teachers who attend high school, in line with the implementation of Law 13.415/ 2017. The educational product, a training guide entitled "Digital Culture in Action", was analyzed for its contributions to teacher learning and to the promotion of training practices in the teachers' work environment. These practices require a reflective, collaborative and participatory approach. A committee composed of 10 education professionals was invited to evaluate the Educational Product generated through the research practice of this dissertation.
Processos formativos de professores e o ensino de história e cultura afro-brasileira no município de Parintins-AM
(2022-02-28) Santos, Pedro José Seixas dos; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Silva, Julio Cláudio da
This dissertation approaches and studies the teachers' initial formation and the history teaching and Afro-Brazilian culture in the municipality of Parintins-Am. The research counted with a total of four history teachers that had formation in that teaching area. The teachers' choice was guided through the legal text of the Law 10.639/03 which regulates that, in all of the schools and in the higher education it is obligatory the Afro-Brazilian teaching. The objective is to analyze the contact experiences in the teachers' of the Basic Education of the municipality of Parintins initial formation in relation to the themes of the teaching of History and Afro-Brazilian Culture and History of Africa. The study part of the following problem: how did feel the contact of the teachers exits of the University of the State of Amazon and of the Federal University of Amazon with themes of the History of Brazil along the guidelines national curriculares for the education of the ethnic-racial relationships and for the teaching of History and Afro-Brazilian and African Culture? The procedures methodological employee in this study were based in the methodology of oral history, for being an interdisciplinary methodology that it makes possible the data collection through interview. This way, for the analyses of the interviews, we used the analysis of contents of Bardin through the categories that owed we list the experiences of the subjects: The racism; The teachers' formative process; the contact with the law 10. 639/03 and pedagogic strategies adopted in the history teaching and Afro-Brazilian culture in the school. The research is of fundamental importance, have seen that the racism against the black population has been practiced from the period colonial, same past so much time, in the current days there are people that suffer and they die due to attitudes racists. The research pointed that the teachers a little had contact with the black's history in Brazil, as well as the history of Africa. In the disciplines in the higher education the larger contact was with related themes the natives' history. As the teachers appeared, when they went to work those subjects in classroom came across with a theme totally new, according to the compulsory nature of the law 10. 639/03. The strategies that the teachers used to assist the law were to research on the theme in books, internet and magazines. The educational product results of the investigations with subject of the research and through yours you experience of work to assist the curricular guidelines. It is divided in pedagogic axes: The fight for recognition; planning of the activities; culmination; pedagogic clues. It has for objective to guide pedagogic activities that have for theme the history of the Afro-Brazilian culture.
Sankofa no Quilombo de São Benedito: curso de formação de professores negros para uma educação antirracista: caderno para formação de professores antirracistas
(2024-02-29) Silva, Rafaela Fonseca da; Normando, Tarcísio Serpa
This educational product's main objective is to contribute to the training of black teachers through (auto) biography for anti-racist education. The material presents guidelines on how to work on anti-racist themes in theworkshops, called “Sankofas”. Providing teachers to work on ERER with supportmaterial and support through lesson plan guidelines.
Tecendo Espirais, entrelaçando e partilhando experiências de vida-formação
(2023-02-15) Souza, Laura Rocha Lima de; Normando, Tarcísio Serpa
This Educational Product is an integral part of a professional master’s research, with the objective of contributing to the training and development of education professionals, especially the distance education tutor. This product focuses on the participants’ life-history narrative and their professional expectations, aiming at sharing and prospecting future projects. The Educational Product is called Weaving spirals, intertwining and sharing life-formation experiences, intertwined with the personal life and the knowledge and understanding of the profile/role of the distance education tutor, guided by legislation. The course was developed in modules didactically organized in a logical sequence, to lead the participant towards the report of their experiences and daily practices. The course lasts forty hours distributed among the modules and will cover concepts and characteristics about Narrative and (Auto)biography, Training Memoir and Distance Education. At the end of each module, activities corresponding to the contents presented will be carried out, in addition to allowing participants to prepare a training memorial, an important device for academic and professional life. It should be noted that we prepared an evaluation questionnaire, in which participants can give us feedback on the relevance of the course in their personal and professional lives.
Tecendo espirais, entrelaçando e partilhando experiências de vida-formação: tutores da educação a distância e seus percursos formativos (construindo um projeto de/para si)
(2023-02-15) Souza, Laura Rocha Lima de; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Costa, Mônica de Oliveira
This dissertation aims to understand how a training process for a distance education tutor, based on their memories narrated in a training memoir, constitutes a project from/to the self. It is highlighted the importance of of registering the narratives of the tutors’ life history, sharing their experience and objectifying a life-training project, as such, it is noticed that in the research training we find a place of speech and encouragement, to allow others to narrated their training practices and life experiences, building a set of sources which establishes a scientific trajectory, that follows another method and epistemology. With that in mind, in order to list this study in a logical manner, we have organized this dissertation in chapters, on which the discussions are done within a theoretical scope about the training of the educational professionals on the field of research-formation. This perspective has contributed to a theoretical framework of the investigations in the Education field through an (auto)biographical approach and other tendencies. It was necessary to investigate and get to know the distance education tutor’s profile and what role is attributed to them in education. The methodology adopted in this paper is narrative research based on an (auto)biographical approach, since, by its own nature, it allows the participants to remember subjects which give meaning to their personal and professional lives. As such, the subjects/authors can report and share their experiences by a training device. A proposal of the analysis made through Paul Ricoues’s theory about the hermeneutic circle was idealized, as a basilar and guiding trajectory towards the strategic analysis. This strategy focuses on establishing relations that intertwine the narratives and certain fundamental dimensions of our connection with the world. By doing this, the happenings that compose the narrative plot of the training memorial are selected by the subject/author as important and give meaning to the training. While investigating, the preparation of the training memorial was made in distinct moments of the subject/author’s narrative pre-configures, configures and reconfigures their experiences, giving them meaning. In this process, we have proposed reflections and interpretations of what was narrated, based on the idea that the subject/author establishes a structure between life and training, between the professional and the personal, building a life-training project, reconfiguring the future based on the knowledge from/to the self.
Tornar-se professor: autoformação de professores sob a perspectiva do patrimônio cultural docente
(2022-12-16) Diniz, Emma Paula Chavez; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Luna, Rita Esther Ferreira de; http://lattes.cnpq.br/3807042671218885
Tornar-se professor: seu patrimônio é seu legado! Manual do participante
(2022-12-16) Diniz, Emma Paula Chavez; Normando, Tarcísio Serpa
Teachers can benefit from teaching self-training through the online workshop Becoming a teacher: your heritage is your legacy, which enables the teacher to have a learning process through school culture as a Teaching Cultural Heritage and in this way reflect on the which is the course of becoming a teacher. The general objective of this manual is to present our research focused on Teacher Training, which is combined in a didactic material in digital media, available on the patridoc.com website, based on Metacognition and Meaningful Learning. This guide seeks to guide the access and course of the workshop. We will explain the teaching proposal, the way of accessing the virtual environment and the environment itself. The particularities of this product are the way in which the training is offered, given that the fact that the workshop is entirely in the media, which follows a trend in Education, and the point of proposal of valuing teaching knowledge, as a result of the teacher's experience in classroom.
Viagens de vida e docência: alfabetização e letramento em narrativas de professores de turmas multisseriadas da educação do campo de Manaus
(2023-12-19) Silva, Sônia Maria de Oliveira; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Costa, Mônica de Oliveira
The research aimed to understand the aspects of literacy and literacy underlying the life training narratives of teachers in multi-grade classes in Education in the Countryside of Manaus, as a basis for developing a training proposal for these teachers. Specifically, we sought to articulate the meanings of literacy, literacy, rural education, multigrade classes as the theoretical foundation of the research; identify the aspects of literacy and literacy that emerged from the narratives of teachers from multi-grade Education classes in the countryside of Manaus; Point out, from the discussion of the aspects that emerged, themes that collaborate with the training of teachers in multigrade EC classes; develop, implement and evaluate a training proposal based on the aspects of literacy that emerged from the narratives of teachers from multigrade classes in Education in the Countryside of Manaus. A questionnaire, the researcher's field diary and narrative interviews were used about the life-education path of four teachers from multigrade classes of Elementary School - Early Years, in the Rural Education – EC modality, from the rural riverside area, Rio Negro, Manaus-Amazonas. The interviews were audio recorded, transcribed and analyzed based on the fundamentals of Discursive Textual Analysis (DTA). This investigative path made it possible to develop, implement, evaluate and validate a training proposal called Ateliê de Cartas (auto)biografias - Navigating letters, weaving stories, whose objective was to serve the continued training of Elementary School teachers - Early Years, based on the promotion reflection on their teaching work with regard to literacy in multi-grade Rural Education (EC) classes, in addition to collaborating in self-understanding and teacher (self)training, through (auto)biographical writing in cards. Specifically, the proposal sought to provide opportunities for reflection on teaching work with regard to literacy in multigrade classes; deepen knowledge about the proposed themes; trigger a (self) formative process based on the life-training stories of teachers inserted in Rural Education in Manaus. According to considerations by members of the Study and Research Group on Teacher Training Processes in Technological Education (GEPROFET), participating teachers in training and pedagogical advisors from rural areas – evaluators of the training proposal –, the (auto)biographical Letters Workshop: Navigating charts, weaving stories, proved to be possible and viable for the purpose for which it was intended, and could be used in other training contexts.