Banca de DEFESA: ERIVANIA MELO DE MORAIS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ERIVANIA MELO DE MORAIS
DATE: 25/03/2022
TIME: 14:30
LOCAL: Videoconferência (Google Meet)
TITLE:

TRAINING IN SOCIAL SCIENCES AND SENSES OF THE TEACHING PROFESSION CONSTITUTED BY UNIVERSITY STUDENTS: PATHS, PERSPECTIVES AND FORMATIVE MOVEMENTS

KEY WORDS:

Teacher training; Multi-referentiality; Senses of the Profession; Training in Social Sciences.

PAGES: 275
BIG AREA: Ciências Humanas
AREA: Sociologia
SUBÁREA: Sociologia do Desenvolvimento
SUMMARY:

This research is within the field of investigation of the formation and teaching profession in Social Sciences. The general objective of the study is to understand how students of a BA (Bachelor of Arts) degree in Social Sciences construct the meanings of the teaching profession. To further deepen the discussion, the following specific objectives were listed: to elucidate the research movement and its three perspectives - the approach, the resources developed and the dialogue between training and the teaching profession in Social Sciences; and to reflect on the meanings of the teaching profession constituted by students of the Social Sciences, based on reflective dialogic encounters, the training diary and the narratives learned with the help of interviews. As a methodological path, initially, a bibliographic analysis was developed followed by the application of questionnaires, reflective dialogical meetings, training diary and semi-structured interviews, which expanded the reflections on the object. The locus of the research was the BA degree in Social Sciences at the Federal University of Rio Grande do Norte (UFRN) and the participating subjects were students from supervised internships II and IV. The research assumed a qualitative character and has as theoretical-epistemological foundations the multi-referential approach and Freirean thinking, which subsidized a plural reflection of the investigated object. In this sense, the research is supported by the reflections of Ardoino (1998), Barbosa (1998), Borba (1988); Freire (2014a, 2014b, 2019); Lahire (2005, 2015), Berger and Luckmann (2012) Bourdieu (1996, 2008), Sousa (2016), Morais (2017), Sarandy (2004), Handfas (2012), Carvalho (2004), Fernandes (1985), Ianne (2011), Frigotto (2010), among others. Based on this theoretical contribution, the study reveals a triple perspective regarding the formation of the meanings of the teaching profession, based on objective and subjective relationships and on pedagogical knowledge constituted from experiences and formative trajectories of students. The research points to the defense of an initial formation that relates plural references that deepen the socio-historical, theoretical-methodological and ethical-political knowledge, problematizing them from the social reality. In addition, it encourages the development of curricula, projects and pedagogical proposals that develop and articulate the knowledge of the profession, strengthening critical and reflective training for the process of social and political recognition of teaching, as well as a democratic project for society.

BANKING MEMBERS:
Presidente - 1164161 - IRENE ALVES DE PAIVA
Interno - 1693229 - GILMAR SANTANA
Externa ao Programa - 2507656 - ANA PATRICIA DIAS SALES
Externa à Instituição - GEOVANIA DA SILVA TOSCANO - UFPB
Externo à Instituição - JOAQUIM GONCALVES BARBOSA - UERN