Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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SENTIDOS DE LÍNGUA NACIONAL PRODUZIDOS NOS DOMÍNIOS DA IMPRENSA: UM OLHAR VOLTADO PARA A REVISTA VEJA
Get PDFThis article analyze the discursive work of utterances about the language standard and its (non) speakers in three stories published by Veja magazine. The goal is to understand the effects of memory of the national language which have been producing shifts ceaselessly since colonial times. The analyses, which were theoretically and methodologically grounded on Foucaultian studies, suggest that the notion of language is sectioned by the media for the professional success of Brazilian workers. Speaking and writing “well” are brought into discursivity generating a section that individualizes subjects by making them exclusively responsible for their professional unsuccess.Neste artigo, analisamos o funcionamento discursivo de enunciados produzidos sobre a variante padrão da língua e sobre os seus (não) falantes, em reportagens da revista Veja, com o intuito de apreender, na rede de sentidos, efeitos de memória de língua nacional produzidos desde a colonização brasileira. As análises, fundamentadas teórica e metodologicamente nos estudos foucaultianos, sugerem que a língua é recortada pela mídia como um saber catalizador do sucesso profissional do trabalhador/a brasileiro/a, imputando a este/a a responsabilidade individual pelos insucessos em relação ao acesso ao mercado de trabalho, justamente por não dominar “bem” a variante padrão.
MONISMOS ONTO-EPISTEMOLÓGICOS NA CIRCULAÇÃO DA TEORIA
Get PDFThis essay is based on an interview by Marisol de la Cadena (2018) and a review by Álvaro Faleiros (2022) and aims to discuss issues linked to the circulation of theory, as presented by Gisèle Sapiro (2016) and Nora Catelli (2017). I suggest a cartography of dissonant perspectives to exalt the plurality necessary for a productive debate on the theory in circulation; I analyze thinkers such as Miranda Fricker (2007) and Ramón Grosfoguel (2016). I conclude with a set of horizons that point to the plausible coexistence of local epistemologies through translation, as suggested by Antônio Bispo dos Santos (2023).Este ensaio parte de uma entrevista de Marisol de la Cadena (2018) e de uma resenha de Álvaro Faleiros (2022) para debater questões ligadas à circulação da teoria, tais como apresentadas por Gisèle Sapiro (2016) e por Nora Catelli (2017). Construo aqui uma cartografia de perspectivas dissonantes de modo a exaltar a pluralidade necessária a um debate produtivo sobre a teoria em circulação; recorro a pensadores como Miranda Fricker (2007) e Ramón Grosfoguel (2016). Concluo com um conjunto de horizontes que apontam para a convivência plausível de epistemologias locais por meio da tradução, como sugere Antônio Bispo dos Santos (2023)
CULTURA BALLROOM: ENTRELAÇAMENTOS COM A EDUCAÇÃO PERFORMATIVA
Get PDFThe presented article aims to highlight potential relationships between Performative education and Ballroom Culture. To achieve this, a literature review on Ballroom Culture was conducted, complemented by the embodied knowledge of one of the authors as a member of the Curitiba Ballroom community. An introductory framework within the field of Performance Studies was used to intertwine the artistic, everyday, and ritualistic domains of Ballroom Culture with various aspects of Performance. The study, in pointing out these connections, emphasizes the subversive nature of the Ballroom community and their desire for self-determination and celebration of their marginalized identities.O artigo apresentado tem como objetivo evidenciar possíveis relações entre a Educação Performativa e a Cultura Ballroom. Para tal, foi construída uma revisão bibliográfica sobre a Cultura Ballroom em diálogo com o conhecimento corporificado de uma das autoras enquanto integrante da comunidade Ballroom curitibana. Um introdutório referencial dentro do arcabouço dos Estudos da Performance na Educação, foi, então, usado para entrelaçar o domínio artístico, cotidiano e ritual da Cultura Ballroom com diferentes prismas da Performance. O estudo, ao apontar tais conexões, ressalta a natureza subversiva e autodeterminante da comunidade Ballroom enquanto movimento revelador das potências políticas e estéticas da dissidência
UMA NOVA AUDIÇÃO DE ÍNDIA: NAS DOBRAS DO SILÊNCIO, UM FALANTE CORPO EXPOSTO
Get PDFIn this article, the objective is to characterize, through the voices that delineate an indigenous female body in the well-known Guarania song ‘Índia’ (Original 1928; Brazilian version from 1952), the socio-ideological evaluative axis that presents it as sexual objectification or mythification. The theoretical and methodological foundation, derived from dialogical discourse analysis (DDA), is based on the mobilization of concepts such as discursive voices, interaction, image, social valuation, and axiological values. These concepts point to how this musical work offers a conception of diversity centered on the (in)visibility of the indigenous female figure.Neste artigo, o objetivo é caracterizar, por meio das vozes que delineiam um corpo feminino indígena na conhecida guarânia Índia (Original 1928; versão brasileira de 1952), o eixo valorativo, socioideológico, que o apresenta como objetificação sexual ou mitificação. A fundamentação teórica e metodológica, advinda da análise dialógica do discurso (ADD), se dá a partir da mobilização dos conceitos de vozes discursivas, interação, imagem, valoração social e centro de valores, os quais apontam para a forma como essa obra musical oferece uma concepção de diversidade, centrada na condição de (in)visibilidade da figura feminina indígena
A DINÂMICA DO SENSÍVEL E OS EFEITOS PERSUASIVOS DOS AFETOS NA CARTA “FEDRA A HIPÓLITO” (OVÍDIO, HEROIDES, IV)
Get PDFDrawing primarily on tensive studies and their conceptual developments, which enabled the formalization of the sensitive universe, this paper examines how the internal tensions within the discourse of Ovid's Heroides, specifically in Letter IV, create emotional effects and enhance the sensitive experience of meaning. Through a specific analytical example, this paper identifies how enunciative strategies are employed to control the access of values to the field of presence, and to what extent these strategies generate stimuli that influence adherence to the content, ultimately aiming at persuasion.Fundamentado principalmente nos estudos tensivos com seus desenvolvimentos conceituais, que permitiram a formalização do universo sensível, o artigo discute como se podem observar, na Carta IV, da obra Heroides, do poeta Ovídio, as tensões internas do discurso, responsáveis por criar efeitos passionais e promover a experiência sensível do sentido. A partir de um exemplo de análise pode-se reconhecer como são mobilizadas as estratégias enunciativas que gerenciam o acesso de valores ao campo de presença, e em que medida essas estratégias promovem estímulos responsáveis por determinar os modos de adesão ao conteúdo com vistas à persuasão
Formação de professores de Educação Física na perspectiva da educação integral e inclusiva: intersecções possíveis a partir do PIBID-UFV
Get PDFABSTRACT. The Institutional Program of Teaching Initiation Scholarships (PIBID) is a policy for the initial training of teachers that contributes to value teaching careers and the integration of future teachers into the school environment. Thus, the objective of this research was to investigate how PIBID, within the scope of the Physical Education (PE) subproject at the Federal University of Viçosa, has been impacting the initial training of teachers for future work from the perspective of integral and inclusive education. This is a qualitative research documental type. Reports and experience analysis produced by students within the program were used as data collection sources. The results indicate that participation in PIBID provides important formative experiences, as it promotes the opportunity to work with students with disabilities, fostering a critical view of the pedagogical practices of supervising teachers and promoting an analytical view of the architectural barriers that limit or prevent the effective participation of students with disabilities in PE classes. It is expected that this research will contribute to reflection on the impacts of PIBID for teachers’ training aligned with the perspective of inclusive education, allowing an evaluation of the possibilities and challenges of the program in PE teachers’ formation.ABSTRACT. The Institutional Program of Teaching Initiation Scholarships (PIBID) is a policy for the initial training of teachers that contributes to value teaching careers and the integration of future teachers into the school environment. Thus, the objective of this research was to investigate how PIBID, within the scope of the Physical Education (PE) subproject at the Federal University of Viçosa, has been impacting the initial training of teachers for future work from the perspective of integral and inclusive education. This is a qualitative research documental type. Reports and experience analysis produced by students within the program were used as data collection sources. The results indicate that participation in PIBID provides important formative experiences, as it promotes the opportunity to work with students with disabilities, fostering a critical view of the pedagogical practices of supervising teachers and promoting an analytical view of the architectural barriers that limit or prevent the effective participation of students with disabilities in PE classes. It is expected that this research will contribute to reflection on the impacts of PIBID for teachers’ training aligned with the perspective of inclusive education, allowing an evaluation of the possibilities and challenges of the program in PE teachers’ formation.RESUMEN. El Programa Institucional de Becas de Iniciación Docente (PIBID) es una política para la formación inicial de docentes que contribuye a valorar la carrera docente y la integración de los futuros docentes al ámbito escolar. Así, el objetivo de esta investigación fue investigar cómo el PIBID, en el ámbito del subproyecto de Educación Física (EF) de la Universidad Federal de Viçosa, impacta la formación inicial de docentes para el trabajo desde la perspectiva de la educación integral e inclusiva. Se trata de una investigación de tipo documental cualitativa. Como fuentes de datos se utilizaron informes y análisis de experiencias producidos por estudiantes del programa. Los resultados indican que la participación en PIBID brinda importantes experiencias formativas, promoviendo la oportunidad de trabajar con estudiantes con discapacidad, fomentando una mirada crítica sobre las prácticas pedagógicas de los docentes supervisores y una mirada analítica de las barreras arquitectónicas que limitan o impiden la participación de estudiantes con discapacidad en las clases de EF. Se espera que esta investigación contribuya a la reflexión sobre los impactos del PIBID para la formación de docentes en la perspectiva de la educación inclusiva, permitiendo evaluar posibilidades y desafíos del programa en la formación de docentes de EF.ABSTRACT. The Institutional Program of Teaching Initiation Scholarships (PIBID) is a policy for the initial training of teachers that contributes to value teaching careers and the integration of future teachers into the school environment. Thus, the objective of this research was to investigate how PIBID, within the scope of the Physical Education (PE) subproject at the Federal University of Viçosa, has been impacting the initial training of teachers for future work from the perspective of integral and inclusive education. This is a qualitative research documental type. Reports and experience analysis produced by students within the program were used as data collection sources. The results indicate that participation in PIBID provides important formative experiences, as it promotes the opportunity to work with students with disabilities, fostering a critical view of the pedagogical practices of supervising teachers and promoting an analytical view of the architectural barriers that limit or prevent the effective participation of students with disabilities in PE classes. It is expected that this research will contribute to reflection on the impacts of PIBID for teachers’ training aligned with the perspective of inclusive education, allowing an evaluation of the possibilities and challenges of the program in PE teachers’ formation.O Programa Institucional de bolsas de Iniciação à docência (PIBID) é uma política de formação inicial de professores que traz contribuições no que tange à valorização da licenciatura e inserção de futuros professores no cotidiano escolar. Assim, o objetivo da pesquisa foi investigar como o PIBID, no âmbito do subprojeto de Educação Física (EF) da Universidade Federal de Viçosa, vem impactando a formação inicial de professores para uma futura atuação na perspectiva da Educação integral e inclusiva. Trata-se de uma pesquisa de abordagem qualitativa do tipo documental. Como fonte de coleta de dados utilizamos relatórios e relatos de experiência produzidos pelos discentes no âmbito do programa. Os resultados indicam que a participação no PIBID proporciona experiências formativas importantes, como a oportunidade de atuar junto a alunos com deficiência, fomentando um olhar crítico sobre práticas pedagógicas de professores supervisores e percepções analíticas sobre barreiras arquitetônicas que limitam ou impedem a participação efetiva de alunos com deficiência nas aulas de EF. Espera-se contribuir para a reflexão acerca dos impactos do PIBID para uma formação alinhada com a educação inclusiva, permitindo uma avaliação das possibilidades e desafios do programa na formação de professores de EF.
Palavras-chave: formação de professores, educação inclusiva, programa de iniciação à docência, educação física escolar.
Physical Education teachers’ formation from integral and inclusive education perspective: possible intersections through PIBID-UFV
ABSTRACT. The Institutional Program of Teaching Initiation Scholarships (PIBID) is a policy for the initial training of teachers that contributes to value teaching careers and the integration of future teachers into the school environment. Thus, the objective of this research was to investigate how PIBID, within the scope of the Physical Education (PE) subproject at the Federal University of Viçosa, has been impacting the initial training of teachers for future work from the perspective of integral and inclusive education. This is a qualitative research documental type. Reports and experience analysis produced by students within the program were used as data collection sources. The results indicate that participation in PIBID provides important formative experiences, as it promotes the opportunity to work with students with disabilities, fostering a critical view of the pedagogical practices of supervising teachers and promoting an analytical view of the architectural barriers that limit or prevent the effective participation of students with disabilities in PE classes. It is expected that this research will contribute to reflection on the impacts of PIBID for teachers’ training aligned with the perspective of inclusive education, allowing an evaluation of the possibilities and challenges of the program in PE teachers’ formation.
Keywords: teacher training, inclusive education, teaching initiation program, school physical education.
La formación de docentes de Educación Física desde la perspectiva de la educación integral e inclusiva: posibles intersecciones a través del PIBID-UFV
RESUMEN. El Programa Institucional de Becas de Iniciación Docente (PIBID) es una política para la formación inicial de docentes que contribuye a valorar la carrera docente y la integración de los futuros docentes al ámbito escolar. Así, el objetivo de esta investigación fue investigar cómo el PIBID, en el ámbito del subproyecto de Educación Física (EF) de la Universidad Federal de Viçosa, impacta la formación inicial de docentes para el trabajo desde la perspectiva de la educación integral e inclusiva. Se trata de una investigación de tipo documental cualitativa. Como fuentes de datos se utilizaron informes y análisis de experiencias producidos por estudiantes del programa. Los resultados indican que la participación en PIBID brinda importantes experiencias formativas, promoviendo la oportunidad de trabajar con estudiantes con discapacidad, fomentando una mirada crítica sobre las prácticas pedagógicas de los docentes supervisores y una mirada analítica de las barreras arquitectónicas que limitan o impiden la participación de estudiantes con discapacidad en las clases de EF. Se espera que esta investigación contribuya a la reflexión sobre los impactos del PIBID para la formación de docentes en la perspectiva de la educación inclusiva, permitiendo evaluar posibilidades y desafíos del programa en la formación de docentes de EF.
Palabras clave: formación docente, educación inclusiva, programa de iniciación a la docencia, educación física escolar.
Geopoesia na Educação: Explorando Criatividade e Consciência Socioambiental em uma Escola Família Agrícola
Get PDFDiese Studie untersucht die Integration der Geopoesie in die Bildung an einer Escola Família Agrícola (EFA) in Marabá, Pará, über einen Zeitraum von zwei Monaten mit interdisziplinären Workshops zu den Fächern portugiesische Sprache und Geographie, die darauf abzielen, Lese- und kreative Schreibfähigkeiten zu entwickeln unter Grundschülern. Unter Verwendung der an die lokale Realität angepassten didaktischen Abfolge von Dolz und Schneuwly verfolgt die Forschung einen qualitativen und aktionswissenschaftlichen Ansatz. Die theoretische Grundlage bilden Autoren wie Dolz und Schneuwly, Krenak und Munduruku. Das Analysekorpus besteht aus von Studierenden erstellten Geogedichten. Die Ergebnisse zeigen, dass Geopoesie das Umweltbewusstsein und den Ausdruck von Kampf und Widerstand fördert und die Auseinandersetzung mit der lokalen Kultur steigert. Man kommt zu dem Schluss, dass Geopoesie ein tieferes Verständnis für Poesie anregen, die poetische Kompetenz erweitern und das soziale und ökologische Bewusstsein fördern kann.This study investigates the integration of geopoetry in education at an Agricultural Family School (EFA) in Marabá, Pará, over a period of 2 months, with interdisciplinary workshops linked to the subjects of Portuguese Language and Geography, aiming to develop reading and creative writing skills among elementary students. Utilizing the didactic sequence of Dolz and Schneuwly adapted to the local reality, the research adopts a qualitative and action-research approach. The theoretical framework includes authors like Dolz and Schneuwly, Krenak, and Munduruku. The analysis corpus consists of geopoems produced by the students. The results indicate that geopoetry promotes environmental awareness and expressions of struggle and resistance, increasing engagement with local culture. It is concluded that geopoetry can stimulate a deeper appreciation of poetry, expanding poetic literacy and promoting socio-environmental awareness.Este estudio investiga la integración de la geopoesía en la educación en una Escuela Familia Agrícola (EFA) en Marabá, Pará, durante un período de 2 meses, con talleres interdisciplinarios vinculados a las asignaturas de Lengua Portuguesa y Geografía, con el objetivo de desarrollar habilidades de lectura y escritura creativa entre los estudiantes de educación primaria. Utilizando la secuencia didáctica de Dolz y Schneuwly adaptada a la realidad local, la investigación adopta un enfoque cualitativo y de investigación-acción. El marco teórico incluye autores como Dolz y Schneuwly, Krenak y Munduruku. El corpus de análisis consiste en los geopoesías producidos por los estudiantes. Los resultados indican que la geopoesía promueve la conciencia ambiental y expresiones de lucha y resistencia, aumentando el compromiso con la cultura local. Se concluye que la geopoesía puede estimular una apreciación más profunda de la poesía, expandiendo la alfabetización poética y promoviendo la conciencia socioambiental.Cette étude examine l'intégration de la géopoésie dans l'éducation dans une Escola Família Agrícola (EFA) à Marabá, Pará, pendant 2 mois, avec des ateliers interdisciplinaires liés aux matières de langue et géographie portugaises, visant à développer les compétences en lecture et en écriture créative. parmi les élèves du primaire. Utilisant la séquence didactique de Dolz et Schneuwly adaptée à la réalité locale, la recherche adopte une approche de recherche qualitative et action. La base théorique comprend des auteurs tels que Dolz et Schneuwly, Krenak et Munduruku. Le corpus d'analyse est constitué de géopoèmes réalisés par les étudiants. Les résultats indiquent que la géopoésie favorise la conscience environnementale et les expressions de lutte et de résistance, augmentant ainsi l'engagement avec la culture locale. Il est conclu que la géopoésie peut stimuler une appréciation plus profonde de la poésie, en élargissant l'alphabétisation poétique et en promouvant la conscience socio-environnementale.Este estudo investiga a integração da geopoesia na educação em uma Escola Família Agrícola (EFA) em Marabá, Pará, ao longo de 2 meses, com oficinas interdisciplinares vinculadas às disciplinas de Língua Portuguesa e Geografia, visando desenvolver habilidades de leitura e escrita criativa entre os alunos do ensino fundamental. Utilizando a sequência didática de Dolz e Schneuwly adaptada à realidade local, a pesquisa adota uma abordagem qualitativa e de pesquisa-ação. A fundamentação teórica inclui autores como Dolz e Schneuwly, Krenak e Munduruku. O corpus de análise consiste nos geopoemas produzidos pelos alunos. Os resultados indicam que a geopoesia promove sensibilização ambiental e expressões de luta e resistência, aumentando o engajamento com a cultura local. Conclui-se que a geopoesia pode estimular uma apreciação mais profunda da poesia, expandindo o letramento poético e promovendo a consciência socioambiental.
Palavras-chave: geopoesia, escola família agrícola, resistência, reexistência.
Geopoetry in Education: Exploring Creativity and Socio-Environmental Awareness in an Agricultural Family School
ABSTRACT. This study investigates the integration of geopoetry in education at an Agricultural Family School (EFA) in Marabá, Pará, over a period of 2 months, with interdisciplinary workshops linked to the subjects of Portuguese Language and Geography, aiming to develop reading and creative writing skills among elementary students. Utilizing the didactic sequence of Dolz and Schneuwly adapted to the local reality, the research adopts a qualitative and action-research approach. The theoretical framework includes authors like Dolz and Schneuwly, Krenak, and Munduruku. The analysis corpus consists of geopoems produced by the students. The results indicate that geopoetry promotes environmental awareness and expressions of struggle and resistance, increasing engagement with local culture. It is concluded that geopoetry can stimulate a deeper appreciation of poetry, expanding poetic literacy and promoting socio-environmental awareness.
Keywords: geopoetry, agricultural family school, resistance, reexistence.
Geopoesía en la Educación: Explorando la Creatividad y la Conciencia Socioambiental en una Escuela Familia Agrícola
RESUMEN. Este estudio investiga la integración de la geopoesía en la educación en una Escuela Familia Agrícola (EFA) en Marabá, Pará, durante un período de 2 meses, con talleres interdisciplinarios vinculados a las asignaturas de Lengua Portuguesa y Geografía, con el objetivo de desarrollar habilidades de lectura y escritura creativa entre los estudiantes de educación primaria. Utilizando la secuencia didáctica de Dolz y Schneuwly adaptada a la realidad local, la investigación adopta un enfoque cualitativo y de investigación-acción. El marco teórico incluye autores como Dolz y Schneuwly, Krenak y Munduruku. El corpus de análisis consiste en los geopoesías producidos por los estudiantes. Los resultados indican que la geopoesía promueve la conciencia ambiental y expresiones de lucha y resistencia, aumentando el compromiso con la cultura local. Se concluye que la geopoesía puede estimular una apreciación más profunda de la poesía, expandiendo la alfabetización poética y promoviendo la conciencia socioambiental.
Palabras clave: geopoesía, escuela familia agrícola, resistencia, reexistencia
Algumas das experiências vivenciadas pelos docentes licenciados em Matemática pelo IFTO durante a pandemia da Covid-19
Get PDFABSTRACT. This article presents part of the results of one of the specific objectives of the doctoral research defended at the end of 2022, which is to ‘elucidate the challenges faced and the learning obtained by teachers with a degree in Mathematics at IFTO during the Covid-19 pandemic’. The data were produced from interviews conducted with 20 graduates of the Mathematics Degree courses at IFTO’s Paraíso and Palmas Campuses. The challenges faced by teachers focus on the following categories: accepting the ‘new’ and living with uncertainties; adapting to teleworking and dealing with the destructuring of time and space; adaptations/changes in teaching strategies in classes; dealing with socio-emotional issues (and the mix of emotions) and overcoming/facing various problems. With regard to learning, there are those involving personal aspects and professional aspects. It is concluded that the challenges faced by teachers (even some of them being ‘old dressed up as new’) were ‘unique’ because they brought to light personal teachings that revalidated learning for life and for the profession. This took on meaning for many who until then did not see the teacher as a professional.ABSTRACT. This article presents part of the results of one of the specific objectives of the doctoral research defended at the end of 2022, which is to ‘elucidate the challenges faced and the learning obtained by teachers with a degree in Mathematics at IFTO during the Covid-19 pandemic’. The data were produced from interviews conducted with 20 graduates of the Mathematics Degree courses at IFTO’s Paraíso and Palmas Campuses. The challenges faced by teachers focus on the following categories: accepting the ‘new’ and living with uncertainties; adapting to teleworking and dealing with the destructuring of time and space; adaptations/changes in teaching strategies in classes; dealing with socio-emotional issues (and the mix of emotions) and overcoming/facing various problems. With regard to learning, there are those involving personal aspects and professional aspects. It is concluded that the challenges faced by teachers (even some of them being ‘old dressed up as new’) were ‘unique’ because they brought to light personal teachings that revalidated learning for life and for the profession. This took on meaning for many who until then did not see the teacher as a professional.RESUMEN. Este artículo presenta parte de los resultados de uno de los objetivos específicos de la investigación doctoral defendida a finales de 2022, que es 'dilucidar los desafíos que enfrentan y los aprendizajes obtenidos por los docentes graduados en Matemáticas de IFTO en tiempos de la pandemia de Covid- 19'. Los datos surgieron de entrevistas realizadas a 20 egresados de las carreras de Licenciatura en Matemáticas del Campus Paraíso y Campus Palmas, del IFTO. Los desafíos que enfrentan los docentes se centran en las siguientes categorías: aceptar lo “nuevo” y vivir con incertidumbre; adaptación al teletrabajo y afrontamiento de la disrupción del tiempo y el espacio; adaptaciones/cambios en estrategias de enseñanza en clases; lidiar con problemas socioemocionales (y la mezcla de emociones) y superar/afrontar diferentes problemas. En cuanto al aprendizaje, los hay que involucran aspectos personales y aspectos profesionales. Se concluye que los desafíos de los docentes (aunque algunos de ellos eran 'viejos con nuevos') fueron 'únicos' porque sacaron a la luz enseñanzas personales que revalidaron aprendizajes para la vida y la profesión. Esto tenía sentido para muchos que hasta entonces no veían al docente como un profesional.ABSTRACT. This article presents part of the results of one of the specific objectives of the doctoral research defended at the end of 2022, which is to ‘elucidate the challenges faced and the learning obtained by teachers with a degree in Mathematics at IFTO during the Covid-19 pandemic’. The data were produced from interviews conducted with 20 graduates of the Mathematics Degree courses at IFTO’s Paraíso and Palmas Campuses. The challenges faced by teachers focus on the following categories: accepting the ‘new’ and living with uncertainties; adapting to teleworking and dealing with the destructuring of time and space; adaptations/changes in teaching strategies in classes; dealing with socio-emotional issues (and the mix of emotions) and overcoming/facing various problems. With regard to learning, there are those involving personal aspects and professional aspects. It is concluded that the challenges faced by teachers (even some of them being ‘old dressed up as new’) were ‘unique’ because they brought to light personal teachings that revalidated learning for life and for the profession. This took on meaning for many who until then did not see the teacher as a professional.Apresenta-se neste artigo parte dos resultados de um dos objetivos específicos da pesquisa de doutoramento defendida no final do ano de 2022, qual seja ‘elucidar os desafios enfrentados e as aprendizagens obtidas pelos docentes licenciados em Matemática do IFTO em tempo de pandemia da Covid-19’. Os dados foram produzidos a partir de entrevistas realizadas com 20 egressos dos cursos de Licenciatura em Matemática do Campus Paraíso e Campus Palmas, do IFTO. Os desafios enfrentados pelos professores centram-se nas categorias: a aceitação do ‘novo’ e o convívio com as incertezas; adaptação ao teletrabalhar e o lidar com a desestruturação do tempo e do espaço; as adaptações/mudanças nas estratégias didáticas das aulas; o lidar com questões socioemocionais (e com a mistura de emoções) e a superação/enfrentamento de problemas diversos. No que se refere às aprendizagens, constam as que envolvem aspectos pessoais e os aspectos profissionais. Conclui-se que os desafios dos professores (mesmo alguns deles sendo ‘velhos revestidos de novos’) foram ‘únicos’ por terem trazido à tona ensinamentos de cunho pessoal que revalidaram aprendizagens para a vida e para a profissão. Essa que tomou sentido a muitos que até então não visualizavam o professor como um profissional.
Palavras-chave: Covid 19, desafios, licenciados, matemática.
Some of the experiences lived by teachers graduated in Mathematics from IFTO during the Covid-19 pandemic
ABSTRACT. This article presents part of the results of one of the specific objectives of the doctoral research defended at the end of 2022, which is to ‘elucidate the challenges faced and the learning obtained by teachers with a degree in Mathematics at IFTO during the Covid-19 pandemic’. The data were produced from interviews conducted with 20 graduates of the Mathematics Degree courses at IFTO’s Paraíso and Palmas Campuses. The challenges faced by teachers focus on the following categories: accepting the ‘new’ and living with uncertainties; adapting to teleworking and dealing with the destructuring of time and space; adaptations/changes in teaching strategies in classes; dealing with socio-emotional issues (and the mix of emotions) and overcoming/facing various problems. With regard to learning, there are those involving personal aspects and professional aspects. It is concluded that the challenges faced by teachers (even some of them being ‘old dressed up as new’) were ‘unique’ because they brought to light personal teachings that revalidated learning for life and for the profession. This took on meaning for many who until then did not see the teacher as a professional.
Keywords: Covid 19, challenges, graduates, mathematics.
Algunas de las experiencias vividas por docentes egresados en Matemáticas de IFTO durante la pandemia Covid-19
RESUMEN. Este artículo presenta parte de los resultados de uno de los objetivos específicos de la investigación doctoral defendida a finales de 2022, que es 'dilucidar los desafíos que enfrentan y los aprendizajes obtenidos por los docentes graduados en Matemáticas de IFTO en tiempos de la pandemia de Covid- 19'. Los datos surgieron de entrevistas realizadas a 20 egresados de las carreras de Licenciatura en Matemáticas del Campus Paraíso y Campus Palmas, del IFTO. Los desafíos que enfrentan los docentes se centran en las siguientes categorías: aceptar lo “nuevo” y vivir con incertidumbre; adaptación al teletrabajo y afrontamiento de la disrupción del tiempo y el espacio; adaptaciones/cambios en estrategias de enseñanza en clases; lidiar con problemas socioemocionales (y la mezcla de emociones) y superar/afrontar diferentes problemas. En cuanto al aprendizaje, los hay que involucran aspectos personales y aspectos profesionales. Se concluye que los desafíos de los docentes (aunque algunos de ellos eran 'viejos con nuevos') fueron 'únicos' porque sacaron a la luz enseñanzas personales que revalidaron aprendizajes para la vida y la profesión. Esto tenía sentido para muchos que hasta entonces no veían al docente como un profesional.
Palabras clave: Covid 19, desafíos, egresados, matemáticas
O que o Programa Residência Pedagógica me ensinou? análise dos aprendizados de um residente
Get PDFABSTRACT. From the understanding of learning from a sociocultural perspective, which recognizes learning as participation in the world, we aim in this research to analyze the participation of a resident of the Pedagogical Residency Program (PRP) of the Federal University of Northern Tocantins (UFNT), a subproject of the Pedagogy course. The research assumes the characteristics of qualitative research, of the case study type. For the production of data, the PRP was adopted as the research field and the reports produced by the resident and the conduct of an interview with the student were used as research instruments. The analyses allow us to perceive that participation in the PRP, based on the case studied, allows undergraduate students to have a more holistic view of the school, getting to know it in its different aspects, such as its routines and its diversity, as well as allowing students to project themselves as future teachers and perspective their practice by establishing, for example, at what level of education do you intend to work and the profile of teacher you want to assume.ABSTRACT. From the understanding of learning from a sociocultural perspective, which recognizes learning as participation in the world, we aim in this research to analyze the participation of a resident of the Pedagogical Residency Program (PRP) of the Federal University of Northern Tocantins (UFNT), a subproject of the Pedagogy course. The research assumes the characteristics of qualitative research, of the case study type. For the production of data, the PRP was adopted as the research field and the reports produced by the resident and the conduct of an interview with the student were used as research instruments. The analyses allow us to perceive that participation in the PRP, based on the case studied, allows undergraduate students to have a more holistic view of the school, getting to know it in its different aspects, such as its routines and its diversity, as well as allowing students to project themselves as future teachers and perspective their practice by establishing, for example, at what level of education do you intend to work and the profile of teacher you want to assume.RESUMEN. Desde la comprensión del aprendizaje desde una perspectiva sociocultural, que reconoce el aprendizaje como participación en el mundo, nos proponemos en esta investigación analizar la participación de un residente del Programa de Residencia Pedagógica (PRP) de la Universidad Federal del Norte de Tocantins (UFNT), subproyecto de la carrera de Pedagogía. La investigación asume las características de la investigación cualitativa, del tipo estudio de caso. Para la producción de datos, se adoptó el PRP como campo de investigación y se utilizaron como instrumentos de investigación los informes elaborados por el residente y la realización de una entrevista con el estudiante. Los análisis permiten percibir que la participación en el PRP, a partir del caso estudiado, permite a los estudiantes de pregrado tener una visión más holística de la escuela, conociéndola en sus diferentes aspectos, como sus rutinas y su diversidad, así como permitir que los estudiantes se proyecten como futuros docentes y perspectivan su práctica estableciendo, Por ejemplo, en qué nivel educativo piensa trabajar y el perfil de docente que quiere asumir.ABSTRACT. From the understanding of learning from a sociocultural perspective, which recognizes learning as participation in the world, we aim in this research to analyze the participation of a resident of the Pedagogical Residency Program (PRP) of the Federal University of Northern Tocantins (UFNT), a subproject of the Pedagogy course. The research assumes the characteristics of qualitative research, of the case study type. For the production of data, the PRP was adopted as the research field and the reports produced by the resident and the conduct of an interview with the student were used as research instruments. The analyses allow us to perceive that participation in the PRP, based on the case studied, allows undergraduate students to have a more holistic view of the school, getting to know it in its different aspects, such as its routines and its diversity, as well as allowing students to project themselves as future teachers and perspective their practice by establishing, for example, at what level of education do you intend to work and the profile of teacher you want to assume.A partir da compreensão da aprendizagem em uma perspectiva sociocultural, que reconhece a aprendizagem como participação no mundo, temos como objetivo nesta pesquisa analisar a participação de um residente do Programa Residência Pedagógica (PRP) da Universidade Federal do Norte do Tocantins (UFNT), subprojeto do curso de Pedagogia. A pesquisa assume as características da pesquisa qualitativa, do tipo estudo de caso. Para a produção dos dados o PRP foi adotado como campo de pesquisa e utilizou-se como instrumentos de pesquisa os relatórios produzidos pelo residente e a realização de uma entrevista com o discente. As análises nos permitem perceber que a participação no PRP, a partir do caso estudado, possibilita que os alunos de graduação tenham uma visão mais holística sobre a escola, conhecendo-a em seus diferentes aspectos, como suas rotinas e sua diversidade, assim como, propicia que os estudantes se projetem enquanto futuros professores e perspective sua prática estabelecendo, por exemplo, em que nível de ensino pretende atuar e o perfil de professor que deseja assumir.
Palavras-chave: aprendizados, programa residência pedagógica, formação docente.
What did the Pedagogical Residency Program teach me? analysis of a resident's learning.
ABSTRACT. From the understanding of learning from a sociocultural perspective, which recognizes learning as participation in the world, we aim in this research to analyze the participation of a resident of the Pedagogical Residency Program (PRP) of the Federal University of Northern Tocantins (UFNT), a subproject of the Pedagogy course. The research assumes the characteristics of qualitative research, of the case study type. For the production of data, the PRP was adopted as the research field and the reports produced by the resident and the conduct of an interview with the student were used as research instruments. The analyses allow us to perceive that participation in the PRP, based on the case studied, allows undergraduate students to have a more holistic view of the school, getting to know it in its different aspects, such as its routines and its diversity, as well as allowing students to project themselves as future teachers and perspective their practice by establishing, for example, at what level of education do you intend to work and the profile of teacher you want to assume.
Keywords: learning, pedagogical residency program, teacher training.
¿Qué me enseñó el Programa de Residencia Pedagógica? análisis del aprendizaje de un residente
RESUMEN. Desde la comprensión del aprendizaje desde una perspectiva sociocultural, que reconoce el aprendizaje como participación en el mundo, nos proponemos en esta investigación analizar la participación de un residente del Programa de Residencia Pedagógica (PRP) de la Universidad Federal del Norte de Tocantins (UFNT), subproyecto de la carrera de Pedagogía. La investigación asume las características de la investigación cualitativa, del tipo estudio de caso. Para la producción de datos, se adoptó el PRP como campo de investigación y se utilizaron como instrumentos de investigación los informes elaborados por el residente y la realización de una entrevista con el estudiante. Los análisis permiten percibir que la participación en el PRP, a partir del caso estudiado, permite a los estudiantes de pregrado tener una visión más holística de la escuela, conociéndola en sus diferentes aspectos, como sus rutinas y su diversidad, así como permitir que los estudiantes se proyecten como futuros docentes y perspectivan su práctica estableciendo, Por ejemplo, en qué nivel educativo piensa trabajar y el perfil de docente que quiere asumir.
Palabras clave: aprendizajes, programa de residencia pedagógica, formación docente