A artesania do ofício docente em turmas multisseriadas
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Data
2024
Autores
Orientador
Vivian, Danise
Banca
Olegário, Fabiane
Bersch, Maria Elisabete
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A presente monografia foi desenvolvida na Universidade do Vale do Taquari - Univates, no curso de graduação em Pedagogia/Licenciatura. E diante das diversas possibilidades de atuação no campo da educação que um pedagogo possui, esta pesquisa buscou compreender como ocorre a constituição do ofício docente em turmas multisseriadas no município de Westfália/RS. O estudo fundamentou-se nos seguintes objetivos específicos: (A) compreender os conceitos de turmas multisseriadas, artesania e ofício docente; (B) refletir a respeito da constituição do ofício docente enquanto artesania, a partir da concepção de Larrosa; e (C) Mostrar por meio da roda de conversa, como os professores percebem o ofício docente em turmas multisseriadas. A pesquisa justificou-se pela curiosidade em compreender o ofício docente de professores em instituições educativas com pouca visibilidade e, conceitualmente, embasou-se nas reflexões de Larrosa (2019 - 2023) sobre artesania e ofício, bem como em Parente (2014) para compreender o que são turmas multisseriadas. Considerando a natureza do problema, a pesquisa caracterizou-se por uma abordagem qualitativa, sendo inspirada no estudo de caso. A geração dos dados foi realizada por meio de rodas de conversa com professoras atuantes em turmas multisseriadas e de entrevista com o gestor educacional do município. Os movimentos dos resultados da pesquisa apontam para: (A) a docência em turmas multisseriadas é bastante voltada para a experiência de forma a experienciar aquela sala de aula com mais de uma turma constituinte. Esse ato de vivenciar a sala de aula, não se configura em um improviso; (B) a constituição do ofício docente das professoras, decorre do processo da vivência singular de cada uma, tornando-se perceptível que neste movimento, essas professoras se envolvem por completo com esse ofício e (C) as turmas multisseriadas trazem consigo uma característica muito marcante, uma forma singular de se constituírem, que é a presença de mais níveis de escolaridade em uma única sala e sob a regência de um único professor, sendo esta coletividade construída, apreciada nos detalhes.
This monograph was developed at the University of Vale do Taquari - Univates, in the undergraduate course in Pedagogy/Licentiate. And in view of the various possibilities of action in the field of education that a pedagogue has, this research sought to understand how the constitution of the teaching profession occurs in multigrade classes in the municipality of Westfália/RS. The study was based on the following specific objectives: (A) to understand the concepts of multigrade classes, crafts and teaching craft; (B) to reflect on the constitution of the teaching profession as craftsmanship, based on Larrosa's conception; and (C) Show, through the conversation circle, how teachers perceive the teaching profession in multigrade classes. The research was justified by the curiosity to understand the teaching craft of teachers in educational institutions with little visibility and, conceptually, was based on the reflections of Larrosa (2019 - 2023) on craftsmanship and craft, as well as on Parente (2014) to understand what multigrade classes are. Considering the nature of the problem, the research was characterized by a qualitative approach, being inspired by the case study. The data were generated through conversation circles with teachers working in multigrade classes and interviews with the municipality's educational manager. The movements of the research results point to: (A) teaching in multigrade classes is very experience-oriented in order to experience that classroom with more than one constituent class. This act of experiencing the classroom is not configured as an improvisation; (B) the constitution of the teachers' teaching profession stems from the process of the singular experience of each one, making it noticeable that in this movement, these teachers are completely involved with this profession and (C) the multigrade classes bring with them a very striking characteristic, a singular way of constituting themselves, which is the presence of more levels of schooling in a single room and under the regency of a single teacher, and this collectivity is built, appreciated in detail.
This monograph was developed at the University of Vale do Taquari - Univates, in the undergraduate course in Pedagogy/Licentiate. And in view of the various possibilities of action in the field of education that a pedagogue has, this research sought to understand how the constitution of the teaching profession occurs in multigrade classes in the municipality of Westfália/RS. The study was based on the following specific objectives: (A) to understand the concepts of multigrade classes, crafts and teaching craft; (B) to reflect on the constitution of the teaching profession as craftsmanship, based on Larrosa's conception; and (C) Show, through the conversation circle, how teachers perceive the teaching profession in multigrade classes. The research was justified by the curiosity to understand the teaching craft of teachers in educational institutions with little visibility and, conceptually, was based on the reflections of Larrosa (2019 - 2023) on craftsmanship and craft, as well as on Parente (2014) to understand what multigrade classes are. Considering the nature of the problem, the research was characterized by a qualitative approach, being inspired by the case study. The data were generated through conversation circles with teachers working in multigrade classes and interviews with the municipality's educational manager. The movements of the research results point to: (A) teaching in multigrade classes is very experience-oriented in order to experience that classroom with more than one constituent class. This act of experiencing the classroom is not configured as an improvisation; (B) the constitution of the teachers' teaching profession stems from the process of the singular experience of each one, making it noticeable that in this movement, these teachers are completely involved with this profession and (C) the multigrade classes bring with them a very striking characteristic, a singular way of constituting themselves, which is the presence of more levels of schooling in a single room and under the regency of a single teacher, and this collectivity is built, appreciated in detail.
Descrição
Palavras-chave
turmas multisseriadas; artesania; ofício docente; multigrade classes; craftsmanship; teaching office
Citação
MARASCA, Camilly Rex. A artesania do ofício docente em turmas multisseriadas. 2024. Monografia (Graduação em Pedagogia) – Universidade do Vale do Taquari - Univates, Lajeado, 11 dez. 2024. Disponível em: http://hdl.handle.net/10737/4722.