“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/23008 |
Resumo: | This Thesis was generated by the interest around the investigation about: To what extent is the Doctorate in Education process signified in the educational practices of PhDs and PhD students at the Center for Studies on Memory and Education - Clio? The general objective of the research is to analyze how the Doctorate in Education process is signified in the educational practices of PhDs and PhD students at the Center for Studies on Memory and Education - Clio. The consequences of this intention, in a specific way, are: To recognize in my (auto)biographical narrative senses and meanings in the formation trajectory and the encounter with the theme of this study; Map research in the area related to Thesis; Search for theoretical references on the continuing education of researchers in the field of education; Conduct a survey on the participants and research topics in monographs, dissertations and theses, as well as, predominant themes used by the Center for Studies on Memory and Education - Clio; To verify how the autobiographical narratives of doctors and doctoral students of the Center for Studies on Memory and Education - Clio narrate and interpret their formative processes and what they mean for educational practice. Qualitative research is presented as a methodology, using the method of (auto)biographical narratives, because it works the subject's personal and professional trajectory to the full, making it unveil about their formative experiences, allowing them to reflect and better understand how it means teaching practice. In this regard, it was verified with the researchers' narratives that the process of being a Ph. D. student in Education is daily meaningful by their educational practices in the classroom or by living some formative experience in which originated the research of their thesis. Thus, I perceive the power and relevance of the autobiographical narratives in the teacher's and professor's formation. |
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2021-11-26T13:53:54Z2021-11-26T13:53:54Z2020-12-10http://repositorio.ufsm.br/handle/1/23008This Thesis was generated by the interest around the investigation about: To what extent is the Doctorate in Education process signified in the educational practices of PhDs and PhD students at the Center for Studies on Memory and Education - Clio? The general objective of the research is to analyze how the Doctorate in Education process is signified in the educational practices of PhDs and PhD students at the Center for Studies on Memory and Education - Clio. The consequences of this intention, in a specific way, are: To recognize in my (auto)biographical narrative senses and meanings in the formation trajectory and the encounter with the theme of this study; Map research in the area related to Thesis; Search for theoretical references on the continuing education of researchers in the field of education; Conduct a survey on the participants and research topics in monographs, dissertations and theses, as well as, predominant themes used by the Center for Studies on Memory and Education - Clio; To verify how the autobiographical narratives of doctors and doctoral students of the Center for Studies on Memory and Education - Clio narrate and interpret their formative processes and what they mean for educational practice. Qualitative research is presented as a methodology, using the method of (auto)biographical narratives, because it works the subject's personal and professional trajectory to the full, making it unveil about their formative experiences, allowing them to reflect and better understand how it means teaching practice. In this regard, it was verified with the researchers' narratives that the process of being a Ph. D. student in Education is daily meaningful by their educational practices in the classroom or by living some formative experience in which originated the research of their thesis. Thus, I perceive the power and relevance of the autobiographical narratives in the teacher's and professor's formation.A presente Tese foi gerada pelo interesse em torno da investigação sobre: Em que medida o processo de Doutorado em Educação é significado nas práticas educativas de doutoras e doutorandas do Núcleo de Estudos sobre Memória e Educação - Clio? A pesquisa tem como objetivo geral analisar como o processo de Doutorado em Educação é significado nas práticas educativas de doutoras e doutorandas do Núcleo de Estudos sobre Memória e Educação - Clio. Os desdobramentos desta intenção, de forma específica, são: Reconhecer na minha narrativa (auto)biográfica sentidos e significados na trajetória de formação e o encontro com o tema deste estudo; Mapear pesquisas na área relacionadas a Tese; Buscar referenciais teóricos sobre a formação continuada de pesquisadores no campo da educação; Realizar um levantamento sobre os participantes e temas de pesquisa nas monografias, dissertações e teses, bem como, temáticas predominantes usadas pelo Núcleo de Estudos sobre Memória e Educação - Clio; Verificar como as narrativas autobiográficas de doutoras e doutorandas do Núcleo de Estudos sobre Memória e Educação - Clio narram e interpretam seus processos formativos e qual significado para prática educativa. Apresenta-se como metodologia a pesquisa qualitativa, com o método das narrativas (auto)biográficas, porque trabalha a trajetória pessoal e profissional do sujeito em sua plenitude, fazendo com que desvele sobre suas vivências formativas, possibilitando-lhes refletir e melhor compreender como significa sua prática docente. Neste sentido, constatei através das narrativas das pesquisadoras que o processo de Doutorado em Educação é significado nas suas práticas educativas diárias em sala de aula ou vivenciando alguma experiência formativa que originou as suas Teses de Doutorado. Com isso, percebo a potência e relevância das narrativas autobiográficas para pesquisa e formação do professor.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessNarrativas (auto)biográficasProcesso de doutoradoNúcleo de Estudos sobre Memória e Educação – ClioAutobiographical narrativesDoctored processNucleus of Studies about Memory and Education – ClioCNPQ::CIENCIAS HUMANAS::EDUCACAO“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio“Walking by autobiographical narratives”: formative processes of researchers in education – Clioinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisCunha, Jorge Luiz dahttp://lattes.cnpq.br/7227767555433465Pacheco, Claudia Regina CostaSantin, MônicaRamos, Nara VieiraOliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3656786778648722Reis, Cristiane Medianeira da Silva7008000000066006006006006006006002c98d0c2-4b5c-41cc-9964-ae607a90d73891931f31-f61d-46ab-837c-aa151c7079d3a58539c0-4732-4df2-883b-294947744ab613974e1c-605a-4983-b2f7-497f9324e664bf0c81fa-a83e-4deb-a45b-6a976b5be8e121504630-b88c-4afe-88a4-180eae1bdf3dreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCAÇÃO_2020_REIS_CRISTIANE.pdfTES_PPGEDUCAÇÃO_2020_REIS_CRISTIANE.pdfTese de doutoradoapplication/pdf1993159http://repositorio.ufsm.br/bitstream/1/23008/1/TES_PPGEDUCA%c3%87%c3%83O_2020_REIS_CRISTIANE.pdf7bea903c0bb13f4df49291e6f79ebacfMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio |
dc.title.alternative.eng.fl_str_mv |
“Walking by autobiographical narratives”: formative processes of researchers in education – Clio |
title |
“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio |
spellingShingle |
“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio Reis, Cristiane Medianeira da Silva Narrativas (auto)biográficas Processo de doutorado Núcleo de Estudos sobre Memória e Educação – Clio Autobiographical narratives Doctored process Nucleus of Studies about Memory and Education – Clio CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio |
title_full |
“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio |
title_fullStr |
“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio |
title_full_unstemmed |
“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio |
title_sort |
“Andarilhando pelas narrativas (auto)biográficas”: processos formativos de pesquisadoras em educação – Clio |
author |
Reis, Cristiane Medianeira da Silva |
author_facet |
Reis, Cristiane Medianeira da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha, Jorge Luiz da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7227767555433465 |
dc.contributor.referee1.fl_str_mv |
Pacheco, Claudia Regina Costa |
dc.contributor.referee2.fl_str_mv |
Santin, Mônica |
dc.contributor.referee3.fl_str_mv |
Ramos, Nara Vieira |
dc.contributor.referee4.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3656786778648722 |
dc.contributor.author.fl_str_mv |
Reis, Cristiane Medianeira da Silva |
contributor_str_mv |
Cunha, Jorge Luiz da Pacheco, Claudia Regina Costa Santin, Mônica Ramos, Nara Vieira Oliveira, Valeska Maria Fortes de |
dc.subject.por.fl_str_mv |
Narrativas (auto)biográficas Processo de doutorado Núcleo de Estudos sobre Memória e Educação – Clio |
topic |
Narrativas (auto)biográficas Processo de doutorado Núcleo de Estudos sobre Memória e Educação – Clio Autobiographical narratives Doctored process Nucleus of Studies about Memory and Education – Clio CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Autobiographical narratives Doctored process Nucleus of Studies about Memory and Education – Clio |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This Thesis was generated by the interest around the investigation about: To what extent is the Doctorate in Education process signified in the educational practices of PhDs and PhD students at the Center for Studies on Memory and Education - Clio? The general objective of the research is to analyze how the Doctorate in Education process is signified in the educational practices of PhDs and PhD students at the Center for Studies on Memory and Education - Clio. The consequences of this intention, in a specific way, are: To recognize in my (auto)biographical narrative senses and meanings in the formation trajectory and the encounter with the theme of this study; Map research in the area related to Thesis; Search for theoretical references on the continuing education of researchers in the field of education; Conduct a survey on the participants and research topics in monographs, dissertations and theses, as well as, predominant themes used by the Center for Studies on Memory and Education - Clio; To verify how the autobiographical narratives of doctors and doctoral students of the Center for Studies on Memory and Education - Clio narrate and interpret their formative processes and what they mean for educational practice. Qualitative research is presented as a methodology, using the method of (auto)biographical narratives, because it works the subject's personal and professional trajectory to the full, making it unveil about their formative experiences, allowing them to reflect and better understand how it means teaching practice. In this regard, it was verified with the researchers' narratives that the process of being a Ph. D. student in Education is daily meaningful by their educational practices in the classroom or by living some formative experience in which originated the research of their thesis. Thus, I perceive the power and relevance of the autobiographical narratives in the teacher's and professor's formation. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-10 |
dc.date.accessioned.fl_str_mv |
2021-11-26T13:53:54Z |
dc.date.available.fl_str_mv |
2021-11-26T13:53:54Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/23008 |
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http://repositorio.ufsm.br/handle/1/23008 |
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por |
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por |
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700800000006 |
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600 600 600 600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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