Navegando por Autor "Sousa, Daniele Ferreira de"

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Guia de apoio: trabalho docente em Educação Profissional e Tecnológica
(2019-07-24) Sousa, Daniele Ferreira de; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; http://repositorio.ifam.edu.br/jspui/handle/4321/309
This is an educational product linked to the dissertation “The senses attributed to work and teaching practice in Vocational and Technological Education”. It is a guide to the EPT / EBTT teacher, who can support their continuing education through selftraining as well as a resource to be used at any time. From the theoretical framework and the analysis of life histories collected during the research stage, it was possible to list topics to be addressed in this product. Therefore , the guide addresses issues related to vocational and technological education, its history and conceptual bases, to teaching work, identity and teaching knowledge; to the EPPT teacher and to the EBTT career and to the educational practices, aiming to contribute to the reflection and criticism of the teacher in EPT, since we assume that, with greater ownership of these themes, the teacher can better understand their educational context, their social importance, and thus , contribute to the formation and / or affirmation of their teaching. The guide is illustrated with speeches inspired by the research participants in order to foster identification and reciprocity with the target audience. The information contained in this product has been summarized, but it does contain indications of where to find more content on the topics addressed to those who are interested in furthering, as well as issues to instigate self-reflection.
Os sentidos atribuídos ao trabalho e a prática docente em Educação Profissional e Tecnológica
(2019-07-24) Sousa, Daniele Ferreira de; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744
Upon entering the Post-Graduate Program in Professional and Technological Education (PROFEPT) I saw the opportunity to better study the theme of work and its influence on the individual. In this case, on the teachers who came from the baccalaureate, which we inferred, did not have the pedagogical training to be teachers and did not aim at teaching as a first profession, which raised, among other questions, if the sense that the teacher attributes to the work is in line with the perception of their work as a teacher. Thus, this study aimed to understand if the meanings attributed to work influence the reflection of the teaching practice of teachers of the technical disciplines of Vocational and Technological Education. Qualitative research was carried out with eight bachelors who teach technical subjects at the Instituto Federal do Pará - Ananindeua Campus. Life history was used as a data collection technique. Through a guiding script, teachers were invited to report their professional trajectories, from college entrance to the present day. The analysis of the data followed the theoretical framework adopted in this study, obeying the operation of the hermeneutic-dialectic method. In this way, it was possible to identify the following nuclei: Trajectory until becoming a teacher in EPT; Sense attributed to work; and the Teaching Practice at EPT. We note that teachers, in elaborating the meanings of work and raising questions that relate to teaching practice, are based on their current context, personal, academic and professional trajectory, where the senses and reflections are interwoven in an interchangeable and non-linear process of perceivingbecome teachers. In the face of the analyzes, it was possible to list elements for the elaboration of a support guide that intends to be useful to the teacher in his practice, because, we believe that, with greater appropriation of the themes contained in this one, he can better understand his educational context, its social importance, and with that, to contribute to their formation and affirmation in the teaching profession, especially in the EBTT career.