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URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item História de vida e formação profissional no PROEJA: uma proposta formativa(2020-06-15) Oliveira, Jordane Lima Dias; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707; http://repositorio.ifam.edu.br/jspui/handle/4321/448The present educational product is the result of the master’s thesis “Professional Training: the meanings that emerge from the life stories of PROEJA students”. It is a formative proposal with Life History, aimed at students included in the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality - PROEJA. The main purpose is to collaborate with the professional formation of the referred public, through the reflective work provided by the History of Life, contributing with innovative educational practices in the institutions of the Federal Professional Education Network. Based on the four phases of Josso’s researchtraining (2010) - introduction to the construction of a life narrative; oral and written elaboration of the narrative; understanding and interpretation of narratives; balance of trainers and participants - this educational product was organized in three parts: part I, Learning from living: Life History as self-training, which aims to prepare the teacher in the formative work with Life History; part II, Formation with Life History at PROEJA: work scripts, which presents in each script, a total of six, guiding procedures for organizing formative meetings with Life History, as well as suggests dynamics to be developed, in addition to a formative script for the teacher; and part III, Life Story of PROEJA students: formative possibilities, which presents the life stories produced during the formative meetings in PROEJA’s Integrated Technical Course in Aquaculture. It is hoped that this material will collaborate with the professional training of Youth and Adult Education students at the institutions of the Federal Education Network, and also point out other meanings for educational practices at these institutions.Item Formação profissional: os sentidos que emergem das histórias de vida de discentes do PROEJA(2020-06-15) Oliveira, Jordane Lima Dias; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707The present study, linked to the line of research Educational Practices in Professional and Technological Education, aimed to investigate the meanings of professional education that emerge from the Life Stories of students of the National Program for the Integration of Professional Education with Basic Education in Education Modality Youth and Adults (PROEJA), as the basis for a training proposal. The research-formation with Life History guided the methodological path, organized in four phases, based on Josso (2010), renamed as: Introduction to the Construction of Life History; The “Walk for You” as a Proposal for Reflection on the Trajectory of Life and Professional Training; What does my Life Story reveal about my education ?; and Balance of the training process. Fourteen students from the PROEJA Integrated Technical Course in Aquaculture from the Federal Institute of Education, Science and Technology of Pará, Campus Tucuruí, participated in the research. The group narrative interview was used as the source for the construction of the data, and the field notes, audio and video recordings and textual production of the Life Story of the fourteen participants were used as instruments. Data analysis took place under the guidance of the Interpretative-Comprehensive Analysis, proposed by Souza (2006), in three stages: Pre-analysis and Cross-reading; Thematic reading; Interpretive-comprehensive reading. Three categories emerged from the analysis: 1) Memories about childhood; 2) Exodus, educational perspectives and youth and 3) Professional training: life change, personal / professional fulfillment and life projects. From this, the meanings given to professional training in the Technical Course in Aquaculture emerged and the contributions of reflection provided by Life History to the training of participants, namely: professional training assuming meanings of lifechanging perspectives by returning to studies in the technical course; personal fulfillment, as a dream come true, studying at IFPA; professional achievement; and professional improvement. As contributions to professional training, Life History offered participants opportunities to become aware of their own training; skill discoveries; relational learning and change in the vision of themselves and others. The research resulted in the educational product: Life History and Professional Training at PROEJA: a formative proposal, organized in three parts: Part I, Learning from living: Life History as self-formation; Part II, Training with Life History at PROEJA: Work scripts; Part III, Life Story of PROEJA students: formative possibilities. The product, upon evaluation by a committee composed of five (5) education professionals, all with experience in PROEJA classes, received a favorable opinion, being validated in its objective of collaborating with the professional training of PROEJA students, through work reflective provided by the History of Life, contributing with innovative educational practices in the institutions of the Federal Professional Education Network.