Memorias e experiencias do fazer-se professor

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This thesis developed itself out of experiences lived as a professor of Teaching Practice of History at Universidade Comunitária Regional de Chapecó. After finishing the work with each group, worries came up towards what happened and how the relations and activities were developed by these beginner teachers. In this sense, I searched through dialogue with ex-students, the possible answers for the following issue: How did the students who egressed the History Course at UNOESC ? Chapecó in 1998 and 1999 evaluate experiences lived in the passage from students to professionals? As objectives I ranged: Verifying how the History teachers at the beginning of their careers evaluate their experiences as professionals: Realizing how it is making professionals of the History teachers at the beginning of career. To lead the search I made use of issues based on aspects from: the subjectivity of the new teacher; teaching activities; professional relationship; evaluation of the initial degree; participation in the struggles of the category; continuous Teacher education. As sources of research I made use of internship and research reports made by the interviewed teachers, technical materials of the university, besides the memories and experiences lived by the teachers at the beginning of career. As theoretical tools I had the contribution of Mikhail Bakhtin, Walter Benjamin, Eduard Thompson and Lev Vygotsky. As it was possible to captive elements which go beyond the idea of forming teachers, that there is the makings of a teacher. In this sense I have realized an entanglement of relationships that constitute when the teachers relate themselves with different subjects. While producing knowledge in a dialogic perspective I tried to observe the fragments, parts from the relationships in the teachers? narratives, however, the totality while thinking the relationships developed in the rationalized school as well. It was possible to be realized in this relation with the other of the deponents, how much it is necessary for us researchers to respect and give value to the other in the research relation making the other ? the deponent ? becomes himself/herself the subject, who also has authorship

ASSUNTO(S)

professores de historia teacher training history teachers carreira docente teacher career santa catarina (sc) education formação de professores

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