Formação continuada de monitores (as) da RACEFFAES: problematizações dos fundamentos políticos-pedagógicos

• Ano de defesa: 2023
• Autor(a) principal: Fornaciari, Mateus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Formação Continuada de Monitores; Educação do Campo; Pedagogia da Alternância; Escola Família Agrícola; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/17218

The continuing education of teacher-monitors is present in most educational projects, requiring continuous research on the subject. We seek in this research to know, problematize and systematize the political and pedagogical assumptions that underlie the formative propositions of the monitors, members of the collective of the Regional of the Associations of Family Centers of Alternation Training in Espírito Santo (RACEFFAES) and problematize how these nourish the teaching praxis of the Bley Agricultural Family School (EFAB). As a methodological perspective we adopted the qualitative approach with bibliographical and field researches, having as bibliography that supports this research authors such as Gramsci (1982); Giroux (1997); Arroyo (2007, 2012), Freire (1987, 2006, 2001, 2015); Gerke de Jesus (2011, 2018), Gava (2011) and Foerste (2005), who also contributed a lot in the interpretation of reality, because according to Gil (2002) field research enables a subjective interaction between the research subjects, both researcher and object researched. The data found were submitted to Content Analysis, because according to Franco (2012) it is necessary that the findings have theoretical relevance, so we can make contextual comparisons. As results we highlight the theoretical and practical tensions that occurred in the light of the formative processes of RACEFFAES monitors, which cause the associations of the schools linked to RACEFFAES to appropriate the political-pedagogical assumptions in the light of authors of Historical and Dialectical Materialism as a philosophical current and of Liberating Pedagogy and Critical Historical Pedagogy of Contents as a pedagogical theory, allowing the practices of socio-political militancy of the teacher-monitors to become a reference.