Campo DC | Valor | Idioma |
dc.creator | Araújo, Laryssa Virgilio Pereira de | - |
dc.date.accessioned | 2023-12-21T11:24:50Z | - |
dc.date.available | 2023-12-21T11:24:50Z | - |
dc.date.issued | 2023-12-04 | - |
dc.identifier.uri | https://repositorio.ufba.br/handle/ri/38755 | - |
dc.description.abstract | The object of this dissertation is (auto)biographical narratives and curriculum development
with geography teachers. The aim of this work was to reflect on my autobiography when I
became a teacher of pedagogy, to construct a bibliographical survey of research that discusses
curriculum development in Brazil and to investigate the elements and alternatives of
curriculum development expressed in (auto)biographical narratives of geography teachers.
The research falls within the framework of curriculum studies in education, inspired by the
discussions of Pacheco and Sacristán, who examine curriculum developments. The analysis
focused on five (auto)biographical narratives by geography teachers. These works were found
on the basis of a previous study by Silva et al (2023), which consisted of a Systematic
Literature Review, the aim of which was to map the (auto)biographical narratives of teachers
from the Northeast on the basis of their undergraduate or postgraduate course completion
work. In order to analyze these narratives, I adopted elements of methodological perspectives
inspired by Elizeu Clementino's comprehensive-interpretive analysis, through reading in three
stages. The central question guiding the investigation is: how does curriculum development
appear in the experiences reported by geography teachers in their (auto)biographical
narratives? The dissertation defends the (auto)biographical narrative following the order of
the event rather than the revelation, highlighting the need for teachers to write down their
memories of experiences in/for the educational field, in order to critically reflect on their
personal, school and professional trajectory. She also argues that national scientific
production in the field of curriculum development has been applied to different areas of
knowledge, but it is still a field that has been little explored in relation to (auto)biographical
narratives. The concepts of curriculum and curriculum development are experienced in the
(auto)biographical narratives of teachers, the concepts only coexist if they are understood as
complementary, thus legitimizing training processes in school or non-school contexts. The
levels and phases of curriculum development forge pedagogical practices that are related to
the curricula that geography teachers were subjected to during their schooling. The analyses
presented here show that curricular developments have taught ways of being a student and a
teacher, between what would or would not be "right" to follow in order to become a
subversive student and a reflective teacher. The dissertation shows that the levels and phases
of curricular development appear in (auto)biographical narratives even when they are not the
focus of the research, and it also shows that when geography teachers consider the times of
remembering, narrating and reflecting on what they have experienced, they do not identify
curricular developments in their narratives, but they do recognize the curricula to which they
have been subjected. We conclude that exploring the territory of curriculum development is
important for thinking about and reflecting on how educational curricula and their levels and
phases operate in the lives of students and teachers, taking shape through power-knowledge
relations, whether they are oppressive forces or subversive modes of resistance in the
schooling process and in the professional practice of geography teachers. These levels and
phases are addressed in such a way as to constitute social actors and actresses who reproduce
canonical moral values. I noticed through the narratives that teachers and students create
escapes by resisting the ways in which the levels and phases of curriculum development have
been operating in the field of geography | pt_BR |
dc.language | por | pt_BR |
dc.publisher | Universidade Federal da Bahia | pt_BR |
dc.rights | CC0 1.0 Universal | * |
dc.rights.uri | http://creativecommons.org/publicdomain/zero/1.0/ | * |
dc.subject | Narrativa (auto)biográficas | pt_BR |
dc.subject | Desenvolvimentos Curriculares | pt_BR |
dc.subject | Professores/as de Geografia | pt_BR |
dc.subject | Currículos - Desenvolvimento | pt_BR |
dc.subject | Professores de geografia | pt_BR |
dc.subject.other | (Auto)biographical narrative | pt_BR |
dc.subject.other | Curricular Developments | pt_BR |
dc.subject.other | Geography teachers | pt_BR |
dc.title | Narrativas (auto)biográficas e desenvolvimentos curriculares com professoras/es de geografia | pt_BR |
dc.type | Dissertação | pt_BR |
dc.publisher.program | Programa de Pós-Graduação em Educação (PPGE) | pt_BR |
dc.publisher.initials | UFBA | pt_BR |
dc.publisher.country | Brasil | pt_BR |
dc.subject.cnpq | Ciências humanas | pt_BR |
dc.contributor.advisor1 | Maknamara, Marlécio | - |
dc.contributor.referee1 | Oliveira, Andréia Maria Pereira de | - |
dc.contributor.referee2 | Santos, Magno Clery da Palma | - |
dc.contributor.referee3 | Souza, Elaine de Jesus | - |
dc.creator.Lattes | http://lattes.cnpq.br/4441102640109219 | pt_BR |
dc.description.resumo | Esta dissertação tem como objeto de estudo desenvolvimentos curriculares em narrativas
(auto)biográficas de professoras/es de geografia. A pesquisa aqui relatada se insere no quadro
dos estudos críticos no campo curricular , sob a inspiração das discussões de Pacheco e
Sacristán que examinam os desenvolvimentos curriculares. A pergunta central que orientou a
investigação foi: como o desenvolvimento curricular aparece em vivências relatadas por
professores/as de geografia em suas narrativas (auto)biográficas? A pesquisa objetivou
analisar elementos e alternativas de desenvolvimento curricular expressos nas narrativas
(auto)biográficas de cinco docentes de Geografia. Para tanto, refleti sobre minha autobiografia
ao tornar-me professora da pedagogia, construí um levantamento bibliográfico sobre as
pesquisas que discutem o desenvolvimento curricular no Brasil e investiguei os elementos e
alternativas de desenvolvimento curricular expressos em cinco narrativas (auto)biográficas de
docentes de geografia. Para realizar a análise dessas narrativas adotei elementos de
perspectivas metodológicas inspiradas na análise interpretativa-compreensiva de Elizeu
Clementino de Souza, através de um movimento de leitura em três tempos. A dissertação
argumenta a narrativa (auto)biográfica seguindo a ordem do acontecimento em vez da
revelação. Ainda defende que a produção científica nacional no campo do desenvolvimento
curricular vem se aplicando para diferentes áreas do conhecimento, mas ainda é um campo
pouco explorado ao relacionar com as narrativas (auto)biográficas. Os resultados evidenciam
que o s conceitos de currículo e desenvolvimentos curriculares estão vividos nas narrativas
(auto)biográficas de docentes, nas quais níveis e fases do desenvolvimento curricular
informam práticas pedagógicas que estão relacionadas aos currículos que docentes de
geografia foram submetidos em seu percurso de escolarização. Tais níveis e fases do
desenvolvimento curricular aparecem nas narrativas (auto)biográficas mesmo quando não são
o foco das pesquisas, e evidencia ainda que as professoras de geografia ao considerar os
tempos de lembrar, narrar e refletir sobre o vivido, não explicitam em suas narrativas os
desenvolvimentos curriculares, mas reconhecem os currículos a que foram submetidas. As
análises aqui trazidas evidenciam que os desenvolvimentos curriculares ensinaram modos de
ser aluno/a e professor/a, entre o que seria ou não ―certo‖ seguir para se tornar um/a aluno/a
subversivo e um/a professor/a reflexivo/a. Concluo que explorar o território do
desenvolvimento curricular é importante para se pensar e refletir como os currículos
educacionais e seus níveis e fases operam nas vidas de alunos/as e professores/as, tomando
formas através das relações poder-saber, sejam elas forças opressivas ou modos de
resistências no processo de escolarização e na prática profissional das professoras de
geografia. | pt_BR |
dc.publisher.department | Faculdade de Educação | pt_BR |
dc.type.degree | Mestrado Acadêmico | pt_BR |
Aparece nas coleções: | Dissertação (PGEDU)
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