Educação - Mestrado Profissional

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17592
Programa de Pós-Graduação de Mestrado Profissional em Educação

Centro: CE
Telefone: (27) 4009 7779
URL do programa: http://www.educacao.ufes.br/pos-graduacao/PPGMPE

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Navegando Educação - Mestrado Profissional por Autor "Amaral, Debora Monteiro do"

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    Formação permanente Freireana: análise de um programa de formação de educadoras/es de escolas do campo e contribuições para a reinvenção
    (Universidade Federal do Espírito Santo, 2019-09-18) Nascimento, Elson Augusto do; Giovedi, Valter Martins; https://orcid.org/0000-0002-3277-2924; http://lattes.cnpq.br/5094999227615859; https://orcid.org/0000000182599325; http://lattes.cnpq.br/6876703516461200; Saul, Alexandre; https://orcid.org/0000-0003-0021-8934; http://lattes.cnpq.br/6664628457125646; Amaral, Debora Monteiro do; https://orcid.org/0000-0002-8397-864X; http://lattes.cnpq.br/8600829409961701
    This study analyzes the construction and development of a process of permanent education of rural school educators in the Freire's perspective in order to unveil and present critical contributions, obstacles and possibilities for the reinvention of the practice of teacher education, based on the collaboration of the teachers and the participants of an educational group. As a reference, Freire's thoughts are used and, as theoretical framework, authors who stand in defense of teacher education in a permanent perspective, among which Silva, Saul and Giovedi stand out. These are authors who contribute to the analysis and interpretation of the information produced. This study employed the methodology of participant observation, in a qualitative approach, based on Lüdke and André, Minayo, Chizzotti, Ezpeleta and Rockwell and Brandão, as well as Paulo Freire's propositions. The research proposal was materialized in a project of extension of Freire’s continuous education of teachers at multigraded schools in the municipality of São Domingos do Norte, ES, Brazil. The project was held in eleven meetings, with thirty-eight educators of graded and multigraded elementary schools. The data produced during the research development were grouped in Freire’s categories that correspond to the principles used for the analysis of the moments of deconstruction and construction of the proposal: Freire's permanent education, dialogicity, critical reflection on practice, participation, awareness, politicity, curriculum and transformative praxis, which constitute a conceptual framework of the researcher about Paulo Freire's idea of permanent education. The results show the meaning and relevance of the principles and moments as a way to support the analysis of the process of development of the education program and to overcome hegemonic formative practices.Thus, we sought to analyze if the moments account for Freire's educational principles; if the practices contribute to the subjects' understanding about the “continued” education from a permanent perspective; and if they favor a transforming praxis of those involved in relation to teacher education, thus showing emancipatory values of teaching and harbingering changes in practice. This research is a contribution to an axis full of needs and it is materialized as a proposal of the education process that becomes a paradigm break and critical reflection on teacher education policies and practices. It presents itself as a possibility to think about the neglect and the domain of teacher education for Rural Education from a market model, detached from the concrete reality of this modality. As a product, it is shown a reinvention of fundamentals and methodological indications in order to contribute to the formation of educators of Rural Education, having Freire's fundamentals and categories as reference, in a critical-liberating perspective, outlined by principles, conditions and necessary moments for a Permanent Educational Program for Rural Educators.
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    Geografia das cores: práticas pedagógicas libertárias e ecologistas em educação nos cotidianos escolares
    (Universidade Federal do Espírito Santo, 2019-08-14) Silveira, Roberto Marcio da; Gonzalez, Soler; https://orcid.org/0000-0003-2572-5449; http://lattes.cnpq.br/5829639085638451; https://orcid.org/0000-0003-2155-2333 ; http://lattes.cnpq.br/9545307643422840; Barchi, Rodrigo; https://orcid.org/0000-0001-9198-1382; http://lattes.cnpq.br/4330160748846226; Amaral, Debora Monteiro do; https://orcid.org/0000-0002-8397-864X; http://lattes.cnpq.br/8600829409961701
    The aim of this research is to problematize the political, pedagogical, ecological and libertarian contributions of education, from the narratives, images, photographs and pedagogical practices carried out in the workshops "Geography of colors" and "Garbage that generates life" in school daily life. Our methodological line are close to cartographic research and school daily life, enhancing dialogical, solidary pedagogical practices and ―inventive formation‖ movements that took place in the processes of creating canvases, diaries and field classes. Our theoretical assumptions dialogue with libertarian perspectives of education and environmental education as political environmental education, betting and believing in the transformative and creative potential of pedagogical practices and their impacts on life, relationships and ecological thinking. In the mainstay of the ecologist perspective of education, creative force was sought through meetings and conversations, as well as the knowledge and practices of the subjects who inhabit the daily life of the school were strengthened, proposing other ecologies that are dialogical, in solidarity, with the ―Workshops of living ‖, sowing transversal pedagogical practices, in dialogue with artistic, aesthetic-expressive and ecological languages, in dialogue with ―interculturality ‖, in education and with Environmental education.