Name: GABRIELLA DA SILVA PEREIRA
Type: MSc dissertation
Publication date: 04/07/2017
Advisor:
Name |
Role |
|---|---|
| ZENÓLIA CHRISTINA CAMPOS FIGUEIREDO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| NELSON FIGUEIREDO DE ANDRADE FILHO | External Examiner * |
| ZENÓLIA CHRISTINA CAMPOS FIGUEIREDO | Advisor * |
Summary: The aim to understand the repercussions of the formative experiences in the curricular trajectory of the future teachers of a degree course in Physical Education in the process of becoming a teacher. This central question poses other possibilities, such as: what changes do the teachers in formation stand out? What choices did they make within the course? What paths have they followed? Do they realize how their life stories and formation are building them and making them teachers? It is a qualitative research based on the biographical approach, we invest in the autobiographical perspective as methodology and with oral narratives in their research-training experiences. We propose a discussion about becoming a teacher through the ways in which the subject narrates his own constitution. Our main objective is to explore how formation narratives can contribute to a better understanding of the repercussions of the formative experiences in the curricular trajectory of initial formation in the process of becoming a teacher of Physical Education. The data collection and information materials were divided into six moments: 1) we chose the subjects and the place of the investigation; 2) we define the questions of the narrative interview; 3) we elaborate a narrative interview test to sharpen the modes of the approach; 4) we mark with the subjects the day and time to carry out the collection of information according to the availability of each one; 5) we analyze the material, take note of each interview and raise the predominant themes in each of them; 6) we elaborated a text about the process of becoming a teacher of Physical Education during the initial formation based on the narratives of formation and the theoretical referential chosen by us. We consider that the narratives of formation of the subjects, their looks and actions before the formation is the very course of this research, characterized by a being that is made in movement, that becomes in movement, the movement to become a teacher. They are ideas, people, words, affections, resistances, encounters, disagreements and a series of other elements that will not fit in this research, since the subjects pass through different spaces and formative spheres. In this sense, we conducted a "micro" study within the training narratives, participating with the subjects involved in this research in the act of recalling their process of becoming a teacher. Therefore, this work has as its central axis the training narratives produced by the graduating students of the Licentiate degree in Physical Education at UFES.
