Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Fazer-se docente no cotidiano da sala de aula do PROEJA-CMC: um olhar sobre o processo formativo do professor(2021-02-04) Oliveira, Erismar Nunes de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco , Maria Lucia Tinoco; http://lattes.cnpq.br/8566103887875970; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245This work presents a research on teacher training under the National Program for Integration of Professional Education with Basic Education, in the Youth and Adult Education Modality (PROEJA). It was formulated as a general objective - To understand the formation of the teacher of the Mechanics course, in the EJA modality, considering the daily life of the classroom and its life history, having as its locus of research the Federal Institute of Amazonas - IFAM -Campus / Manaus /Center. In a more specific way, the following questions were answered that contributed to trace the path taken: 1) Considering PROEJA as a proposal for the world of work, without excluding the critic's idea, what are the specificities of teaching work in this teaching modality? 2) What look does the educator who works in the Mechanics course have on his formative trajectory, considering his life story? 3) What challenges has PROEJA faced, in the scenario, in which it was built as a program and which is still present in the Mechanics course? It was proposed to carry out this study, the realization of a qualitative research in the perspective of the case study of the ethnographic type. For data collection, three mechanisms were used: the logbook, narrative interviews and classroom observations. The theoretical-methodological framework used supports the themes of teaching, training and teaching for EJA and teacher training for Professional Education. It became evident, from the study, that the training of teachers is not only built with the theoretical assumptions acquired in the initial training, but also through practice with practice in dialogue with epistemological knowledge as a source of other knowledge.