As “cercas” da Formação por Alternância nas LEdoCs de Goiás: vozes e viesses dos professores formadores

Wender Faleiro; Rafaela Aparecida Silva Ferreira Diniz

doi:10.20873/uft.rbec.e14417

The “fences” of academic formation by alternance in the LEdoCs of Goiás - Brazil: voices and biases of teacher educators

Auteurs-es

Wender Faleiro Universidade Federal de Catalão - UFCAT https://orcid.org/0000-0001-6419-296X
Rafaela Aparecida Silva Ferreira Diniz Universidade Federal de Catalão - UFCAT https://orcid.org/0000-0003-0730-0148

DOI :

https://doi.org/10.20873/uft.rbec.e14417

Résumé

ABSTRACT. The present research aims to know the conceptions and views experienced by the teachers, in Rural Education, qualification in Natural Sciences of the state of Goiás, on Alternation. In order to achieve this goal, we have a time frame of 2014-2019 (five years of implementation), and all professors from UFG and UFCAT who worked on the course in the second half of 2019 were invited to answer an online questionnaire made available on the Google Forms Platform . The data were treated based on Content Analysis. Without a comparative or judgmental intention, the study shows weaknesses in both groups regarding the planning and development of Alternation. The lack of financial and infrastructure resources were present in both Universities, however the training, identity and belonging weaknesses of many in the face of the course they are in are clear in the study, that is, “fences” that need to be overcome to strengthen this Graduation.

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Bibliographies de l'auteur-e

Wender Faleiro, Universidade Federal de Catalão - UFCAT

Professor da Faculdade de Educação e do Programa de Pós-Graduação em Educação - Universidade Federal de Catalão. Líder - Fundador do Grupo de Pesquisa e Extensão em Ensino de Ciências e Formação de Professores – GEPEEC – UFCAT/CNPq.

Rafaela Aparecida Silva Ferreira Diniz, Universidade Federal de Catalão - UFCAT

Mestranda do Programa de Pós-Graduação em Educação (UFG, transição para UFCAT). Pesquisadora do Grupo de Pesquisa e Extensão em Ensino de Ciências e Formação de Professores (GEPEEC – UFCAT/CNPq). Bolsista CAPES.

Références

Arroyo, M. G. (2012). Outros sujeitos, Outras Pedagogias. Petrópolis: Vozes.

Cordeiro, G. N. K., Reis, N. S., & Hage, S. M. (2011). Pedagogia da Alternância e seus desafios para assegurar a formação humana dos sujeitos e a sustentabilidade do campo. Em Aberto, 24(85), 115-125.

Farias, M. C. G., & Hage, S. A. M. (2021). Alternância na formação de educadores do campo: contribuições dos movimentos sociais para sua materialidade. Revista e-Curriculum, 19(1), 474-496. https://doi.org/10.23925/1809-3876.2021v19i1p474-496

Freire, P. (2000). Pedagogia da Indignação: cartas pedagógicas e outros escritos. São Paulo: UNESP. https://doi.org/10.1590/S1414-32832001000100016

Hage, S., Farias, M. C. G., & Araujo, H. S. (2016). Alternância Pedagógica como estratégia de formação dos Educadores do Campo no Curso de Licenciatura em Educação do Campo. Comunicação apresentada na I Reunião da ANPED Norte. Belém-PA.

Oliveira, L. M. T., & Campos, M. (2012) Educação Básica do Campo. In Caldart, R. S., Pereira, I. B., Alentejano P., & Frigotto. G. (Orgs.). Dicionário da Educação do Campo (s./p.). Expressão Popular.

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Publié-e

2023-03-15

Comment citer

Faleiro, W., & Silva Ferreira Diniz, R. A. (2023). The “fences” of academic formation by alternance in the LEdoCs of Goiás - Brazil: voices and biases of teacher educators. Brazilian Journal of Rural Education, 8, e14417. https://doi.org/10.20873/uft.rbec.e14417

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Numéro

Vol. 8 (2023): Publicação Contínua / Continuous Publication

Rubrique

Paper

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Cette œuvre est sous licence Creative Commons Attribution 4.0 International.

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