Banca de DEFESA: LEIDE DAYANA PEREIRA DE FREITAS COSTA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LEIDE DAYANA PEREIRA DE FREITAS COSTA
DATA : 15/12/2016
HORA: 09:00
LOCAL: AUDITÓRIO I - NEPSA II
TÍTULO:

Em elaboração. 


PALAVRAS-CHAVES:

Initial teacher training. Non-compulsory internship. Teaching in elementary school.


PÁGINAS: 179
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The research subject of this dissertation deals with the initial teacher training of undergraduate courses in Pedagogy as intern, in the context of the non-compulsory internship at public elementary school, in Parnamirim township, in Rio Grande do Norte state. The motivations which justify this research from my initial formative experience as an intern in the context of the non-compulsory internship; from current experience as an kindergarten teacher that receives Pedagogy courses’ interns in the modality of the non-compulsory internship, and verification of the shortage, in the field of education, of research on the subject in question. All things considered, I set to investigate how non-compulsory internship contributes to initial teacher training course for graduation students of Pedagogy, who works in the stage of elementary school. I emphasize that the dissertation is woven through the metaphor of painting. As a reference, I focus on ideas of Freire (1996, 2015), Ramalho, Núñez and Gauthier (2004) and Imbernón (2009), among other scholars, to examine the training matters; in the writings of Pimenta (2012; 2014) and Zabalza (2014) about the internship and what Oliveira-Formosinho and Kishimoto (2002), Oliveira (2010) and Kramer (2011) and different scholars deal with teaching in elementary school. I have chosen the following documents for consultation and analysis: the Lei de Diretrizes e Bases da Educação (BRASIL, 1996), the Diretrizes Curriculares Nacionais for Pedagogy courses (BRASIL, 2006), the Lei nº 11.788 (BRASIL, 2008) or Lei do Estágio no Brasil (as it is commonly called) and the Diretrizes Curriculares Nacionais for initial training on the higher education(degree courses, pedagogic training courses for newly graduated and second degree courses) and for continuing education (BRASIL, 2015).Based on the qualitative approach and supported by the Comprehensive Interview(Kaufmann, 2013), I went for a research that penetrated the reality investigated, which happened at Centro Municipal de Educação Infantil (CMEI), having as interlocutors of the research four interns.The procedures I used were observation in lócus; the application of questionnaires and interviews.These procedures occurred in 2015, more specifically, during the second semester. Some of the light/ dark pictures, based on the constructed data, relate to the complex relationship between acting and observation in the interns’ practice; to the social role occupied by interns of the non-compulsory internship modality; the power relations existing between the interns and the teachers, as well as with the other school’s protagonists; the differences delimit the curricular internship and the non-compulsory internship and the absence of coordination or orientation by educational institutions in non-compulsory internship. Yet, in the speeches apprehended during the interviews I have realized that for the intern there is a point of view, in the face of the elements that make up being a kindergarten teacher, which surpass academic knowledge and that significantly contemplate their life experiences.


MEMBROS DA BANCA:
Externo à Instituição - ALBERTINA MITJANS MARTINEZ - UnB
Externo à Instituição - LIGIA MARIA MOTTA LIMA LEÃO DE AQUINO - UERJ
Externo ao Programa - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Presidente - 1672888 - MARIANGELA MOMO
Interno - 349752 - ROSALIA DE FATIMA E SILVA
Notícia cadastrada em: 08/12/2016 11:01
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