MPET-Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Resultados da Pesquisa
Item 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 OliveiraThis 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.Item Narrativas de professores no ensino tecnológico(Instituto Federal do Amazonas, 2015-11-30) Campos, Alessandra Tomé; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Barbosa, Ierecê dos Santos; http://lattes.cnpq.br/7671831772363755This work is the result of research done in the Professional Master in Technological Education (MPET) at the Federal Institute of Education, Science and Technology (IFAMCampus Center) with the main question understanding teachers narratives in training, student and researcher in said master to obtain indicators, to be used as reference for the preparation of a resource, it can be used in training teachers process of Technological Education. Aiming to reach that goal, at first, we tried to establish a parallel between the of the researcher's life story, his experiences in the first year of MPET with the theoretical and epistemological foundations on Narrative Research subsidized by theorists like Clandinin and Connelly (2011), Ricoeur (2010), among others. Secondly, there was Discursive Textual Analysis (ATD), using as theoretical support and Galiazzi, Moraes (2011) and for an analysis of equipment, the narratives of life of teachers in training the first group of master's. As methods and techniques have been used bibliographical research works concerning the Narrative Research, teacher training and Technological Education, held natural participant observation that was adequate to the proposed objective since the researcher is part of the group of teachers, subjects research. Data collection was conducted from moments of observation of classes held in the first year of training in the MPET, the II Conference and Project Seminar from which were made field notes of descriptive and reflective type, records through photographs, sound recordings and image of said time of observation. Based on indicators emerging from this process ATD, it showed the potential of narratives in contributing to teacher training, and from there, we proceeded to the preparation of the site / blog Narratives on MPET (www.narrativasnomept.com) as a possible resource to contribute in formation process of teachers who work in Technological Education. Finally, it is expected that with the use of this resource through the development of the proposed topics and from the interaction activities, arising referrals for future research.