HUMAN AND TRANSFORMATIVE TRAINING OF EDUCATIONAL PRACTICE PEDAGOGY OF ALTERNANCE
Name: FLAVIA ZEMKE BRAUN
Publication date: 10/09/2024
Examining board:
Name |
Role |
|---|---|
| CHARLES MORETO | Examinador Externo |
| DEBORA MONTEIRO DO AMARAL | Presidente |
| JANINHA GERKE | Examinador Interno |
| MARIA DO SOCORRO XAVIER BATISTA | Examinador Externo |
| VALTER MARTINS GIOVEDI | Examinador Interno |
Summary: This work presents the Master's Dissertation developed at the Professional Master's Degree in Education Postgraduate Program (PPGMPE) in the Research Line “Educational Practices, Diversity and school Inclusion. Investigates which actions are currently developed and which actions can be held at the Municipal Rural Community School “São João Pequeno”. In order to enhance human and transformative training in the educational praxis of Alternation Pedagogy. It is justified by the perception that schools are not always able to achieve their purpose of forming critical, conscious, observant and questioning citizens. In theoretical terms, we seek fundamental conceptual aspects about Rural Education, Alternation Pedagogy and the conception of education based on Paulo Freire's perspective (2005, 2016), Freire e Shor (1986), Caliari (2002), Gerke de Jesus (2011), Zamberlan (2003), Telau (2015), Arroyo (2007), Gimonet (2007), Begnami (2019b) and Caldart (2012, 2015). The methodology was based on a qualitative approach. From this perspective, we made some notes inspired by the critical perspective which helped us understand the contradictions of reality. As for the procedures, we carried out bibliographical research and field research together with seven educators from the Final Years of Elementary School at EMCOR “São João Pequeno”, located in the municipality of Colatina/ES. The study took place between the years 2022 and 2024. To carry out data collection, we used the following techniques: Semi-structured questionnaire, participant observation and field diary. The research results indicated that the pedagogical mediations of Pedagogy of Alternation favor the deepening of knowledge of reality, develop teaching-learning conditions that enable awareness, provide dialogic moments and promote critical reflection on the world and social relations, as well as providing for educators and students, formative moments with exchanges of experiences, collective and cooperative work, critical reflection on practice, dialogicity, participation and awareness. The study also revealed that there are differences between Freire's conception of a generating theme and the conception described by the group of teachers based on the vision of a generating theme experienced by the Alternation Pedagogy movement. Educators pointed out the need for training and improvement of didactic-pedagogical mediations. Finally, as a proposal for an educational product, we developed a Training Project for teachers in the final years of elementary school at the school, in accordance with the political and pedagogical principles of Alternation Pedagogy and organized according to the concept of critical education-liberating from a Freirean perspective.
