Programa de Pós-Graduação em Ensino Tecnológico - PPGET
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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3 resultados
Resultados da Pesquisa
Dissertação Percurso (auto)formativo de professores negros não licenciados no ensino superior: uma abordagem (auto)biográfica(2025-03-20) Lima, Jannieli Moraes; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/85661038878759; Teles, Luciano Everton Costa; http://lattes.cnpq.br/0779269175818800The theme of this dissertation is: the (auto)formative journey of non-graduate black teachers in higher education: an (auto)biographical approach. It is divided into four chapters. The general objective is to investigate the (self)formative path of black teachers without a degree in higher education from an (auto)biographical approach. The research problem lies in the following question: What elements are evident in the (self)formative path of Black teachers in Higher Education? This problem is based on the following guiding questions: (a) What (self)formative dimensions are present in the journey of black non-graduate teachers? (b) In what way has teacher (self)formation fed back into the practice of black non-graduate teachers in higher education? c) How can resources be materialized in an educational product to help black teachers in their (self) training in the field of anti-racist education? The methodological procedures were based on qualitative research. Narrative interviews, questionnaires and conversation circles were used as research tools to extract (auto)biographical accounts from the teachers, as well as from the researcher, characterizing participant research. The justification for choosing the topic in question was motivated by the proponent's condition as an unlicensed black teacher who obtained her first degree as a Logistics Technologist, then went on to specialize in Teaching in Higher Education and works as a teacher at the university. The motivation is also due to the importance of making up for the scarcity of research related to the self-training of black teachers in university teaching, based on the (auto)biographical method. The specificity of this research lies in its approach. While the subject of non-graduate teachers working in higher education is not new, approaching it from the perspective of black teachers in higher education provides a fresh look at this issue. In this sense, the proposed subject is of great relevance in the process of investigating teachers, in studies that deal with learning to teach, in which the importance of (auto)biographical reflections in the context of teacher training is observed. The theoretical basis is based on the ideas of authors such as Souza (2020), Passeggi (2011), Nóvoa (2014), Josso (2002), Dellory-Momberger (2012), and other authors who refer to (auto)biography in the field of teacher training.Outro Conhecer de si em cartas biográficas: proposta metodológica(2019-05-17) Feitosa Júnior, Edson Castelo Branco; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany doDissertação Cartas biográficas em processos formativos de professores: uma proposta metodológica(2019-05-17) Feitosa Júnior, Edson Castelo Branco; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany doThis dissertation has the theme "Biographical Letters in teacher training processes: A methodological proposal". Divided into three chapters, it has the general objective of investigating episodes narrated by a professor licensed in Mathematics, in process of continuous formation, in a Professional Master's degree course. In addition to pursuing a research problem that was set in: Which episodes emerge from the course of authorship of a licentiate teacher in Mathematics, in processes of continued training, in a Professional Master's degree? The Methodological Procedure of the investigation is based on the counting of life stories, formative experiences and experiences through biographical letters and therefore is caucado in the qualitativity. However, it has been discovered throughout the process that these elements are of great value to educational research, which recognize subjectivity as a new perspective for the production of research papers. Moreover, the discovery of subjectivity allows for self-knowledge, revealing the pathways of authorship of each of us senders and / or recipients and makes it emerge more elements that makes this access possible, and letter writing was one of these elements, and it is from them which we relied on a bit on card experiences.