A formação de professores no curso Pré-vestibular Comunitário Prof. Wellington Ricardo

• Ano de defesa: 2010
• Autor(a) principal: Almeida, Marcelo Duarte de
• Orientador(a): Sobreira, Henrique Garcia
• Banca de defesa: Carvalho, José Carmello Braz de , Costa, Mauro José Sá Rego
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: BR
• Palavras-chave em Português: Formação docente; Educação popular; Pré-vestibular comunitário
• Palavras-chave em Inglês: Teacher Education; Popular Education; Pré-University community
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10094

This research deals with research training in teaching the course Pré-Vestibular Comunitário Prof. Wellington Ricardo, based on the outskirts of Rio de Janeiro, and sought to determine how teachers of this course, imbued with the construction of a teaching popular, articulate and develop alternative knowledge and practices that began to be constituted as important features of its constitution as teacher. The study aims to know the thinking of teachers of this course is about what being a teacher and their role in society, and also determine the ways in which these teachers improve their training and practice as teachers working at WR. For this, some elements were considered, such as: the school history of professor, his initial training as well as context factors related to different experiences developed in WR that influence this learning. The methodological assumptions used were consistent with those developed by the so-called immanent critique and invest in the possibility of constructing a dialectical theory of teacher education, to contribute to the formation of non-metaphysical subject. This study endorses the view that the unconscious communication influences, so much more effective and practical than verbal communication (rationalized by individuals), the understanding of the formation process of teaching. The experience from the insertion of such teachers in a community-not all-encompassing and without hierarchies allows skills and abilities that would hardly be possible in a training course or a formal structure to be built and distributed successfully. Thus, one can find in the research, the fostering of a new way of thinking and acting politically, invented by teachers WR. Thus, teachers of the course in rebuilding their day-to-day a new way of living and making politics. This reconstruction is necessarily the investment they make in establishing relations of friendship and strong ties between its participants. A new way to invest in horizontal participation and enhancement of solidarity and autonomy, which is therefore to produce a kind of educational culture, which serves as support for political education and also training of teachers themselves.