A contação de histórias como possibilidade auto(trans)formativa com professoras
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
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 Políticas Públicas e Gestão Educacional
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/30096 |
Resumo: | This Professional Master's research is part of the Pedagogical Management and Educational Contexts Research Line, of the Graduate Program in Public Policies and Educational Management at the Federal University of Santa Maria/RS. With it, we seek to tell stories, our stories and those of other people who join us in studies, reflections and propositions about storytelling as a self-(trans)formative approach, capable of contributing as a possibility in the process of welcoming and space-time of permanent self(trans)formative processes with early childhood education teachers in the municipality of Santa Maria/RS. The main objective of this research was to understand how storytelling can be carried out in a self-(trans)formative approach that contributes/welcomes mentally and emotionally fragile teachers in the municipal network of Santa Maria/RS. In addition, to raise awareness and carry out the self(trans)formation research with the co-authors, we adopted the political-epistemological proposal of the Investigativeauto(trans)formative Dialogical Circles (HENZ, 2015), as a possibility for each one to say their word and as a process of permanent self(trans)formation with the participating teachers. We developed 04 face-to-face meetings with early childhood education teachers from the western region of Santa Maria/RS; in addition to dialogues, sharing of formative moments and the organization of a questionnaire with specific questions raised in the Circles. Studies carried out individually and also shared with the teachers made us understand, know and (re)know that democratic management and permanent self(trans)formation with teachers are viable for a hopeful path in which we want to assume our pedagogical and political commitment as professionals, humans and participants in the construction of a democratic and just society. Through the awareness brought about by the dialogical-reflective space-times, we feel challenged to commit to being a protagonist in the struggle for an education of social and human quality, with dialogued and participatory praxis, at the service of the liberation and humanization of professional teachers as well. In this sense, based on the circles and other dialogical-reflective space-times, we identified points in common with the teachers' emotional and mental illness/exhaustion; as well as, we delimit points related to the welcoming of these teachers and, in view of this scenario, together, we seek to understand how storytelling emerges as a possibility to soften these indices, through Auto(trans)formative processes. The dialogues and systematization of the intervention construct (“final product”) consists of presenting storytelling as a permanent self(trans)formative approach for early childhood education teachers in the municipal network of Santa Maria/RS, an explanatory document containing the experiences and the possibilities of new training processes, based on storytelling, which will be shared with the municipality's education department and schools, seeking to contemplate the theoretical-practical constructs of the entire process of this research and organize ways of welcoming fragile teachers/emotionally and mentally ill. |
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2023-08-28T18:15:08Z2023-08-28T18:15:08Z2023-05-29http://repositorio.ufsm.br/handle/1/30096This Professional Master's research is part of the Pedagogical Management and Educational Contexts Research Line, of the Graduate Program in Public Policies and Educational Management at the Federal University of Santa Maria/RS. With it, we seek to tell stories, our stories and those of other people who join us in studies, reflections and propositions about storytelling as a self-(trans)formative approach, capable of contributing as a possibility in the process of welcoming and space-time of permanent self(trans)formative processes with early childhood education teachers in the municipality of Santa Maria/RS. The main objective of this research was to understand how storytelling can be carried out in a self-(trans)formative approach that contributes/welcomes mentally and emotionally fragile teachers in the municipal network of Santa Maria/RS. In addition, to raise awareness and carry out the self(trans)formation research with the co-authors, we adopted the political-epistemological proposal of the Investigativeauto(trans)formative Dialogical Circles (HENZ, 2015), as a possibility for each one to say their word and as a process of permanent self(trans)formation with the participating teachers. We developed 04 face-to-face meetings with early childhood education teachers from the western region of Santa Maria/RS; in addition to dialogues, sharing of formative moments and the organization of a questionnaire with specific questions raised in the Circles. Studies carried out individually and also shared with the teachers made us understand, know and (re)know that democratic management and permanent self(trans)formation with teachers are viable for a hopeful path in which we want to assume our pedagogical and political commitment as professionals, humans and participants in the construction of a democratic and just society. Through the awareness brought about by the dialogical-reflective space-times, we feel challenged to commit to being a protagonist in the struggle for an education of social and human quality, with dialogued and participatory praxis, at the service of the liberation and humanization of professional teachers as well. In this sense, based on the circles and other dialogical-reflective space-times, we identified points in common with the teachers' emotional and mental illness/exhaustion; as well as, we delimit points related to the welcoming of these teachers and, in view of this scenario, together, we seek to understand how storytelling emerges as a possibility to soften these indices, through Auto(trans)formative processes. The dialogues and systematization of the intervention construct (“final product”) consists of presenting storytelling as a permanent self(trans)formative approach for early childhood education teachers in the municipal network of Santa Maria/RS, an explanatory document containing the experiences and the possibilities of new training processes, based on storytelling, which will be shared with the municipality's education department and schools, seeking to contemplate the theoretical-practical constructs of the entire process of this research and organize ways of welcoming fragile teachers/emotionally and mentally ill.Esta pesquisa do Mestrado Profissional está inserida na Linha de Pesquisa Gestão Pedagógica e Contextos Educativos, do Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional da Universidade Federal de Santa Maria/RS. Com ela buscamos contar histórias, nossas histórias e de outras pessoas que somam-se a nós nos estudos, reflexões e propositivas acerca da contação de histórias como possibilidade auto(trans)formativa, capaz de contribuir como possibilidade no processo de acolhimento e espaço-tempo de processos Auto(trans)formativos permanentes com professoras da educação infantil do município de Santa Maria/RS. O objetivo principal desta pesquisa foi compreender como a contação de histórias pode se efetivar em uma possibilidade auto(trans)formativa que contribua/acolha professoras fragilizadas mental e emocionalmente, na rede municipal de Santa Maria/RS. Além disso, para sensibilização e realização da pesquisa auto(trans)formação com as coautoras adotamos a proposta político-epistemológica dos Círculos Dialógicos Investigativo-auto(trans)formativos (HENZ, 2015), como possibilidade de cada uma assumir dizer a sua palavra e como processo de auto(trans)formação permanente com as professoras participantes. Desenvolvemos quatro encontros presenciais com professoras da educação infantil da região oeste de Santa Maria/RS; além de diálogos, compartilhamento de momentos formativos e a organização de questionário com questões pontuais levantadas nos Círculos. Estudos realizados individualmente e também compartilhados com as professoras fizeram-nos compreender, conhecer e (re)conhecer que a gestão democrática e a auto(trans)formação permanente com professoras são viáveis para um caminhar esperançoso em que queremos assumir nosso compromisso pedagógico e político como profissionais, humanos e participantes da construção de uma sociedade democrática e justa. Pela conscientização propiciada pelos espaços-tempos dialógico-reflexivos, sentimo-nos desafiadas ao compromisso com o protagonismo na luta por uma educação de qualidade social e humana, com práxis dialogadas e participadas, a serviço da libertação e humanização também das profissionais professoras. Nesse sentido, a partir dos círculos e dos demais espaços-tempos dialógico-reflexivos, identificamos pontos em comum ao adoecimento/esgotamento emocional e mental das professoras; bem como, delimitamos pontos relacionados ao acolhimento à essas professoras e diante desse cenário, conjuntamente, buscamos compreender como a contação de histórias surge como uma possibilidade de amenizar esses índices, através de processos Auto(trans)formativos. Os diálogos e sistematização do constructo de intervenção (“produto final”) consiste em apresentar a contação de histórias como possibilidade auto(trans)formativa permanente de professoras da educação infantil da rede municipal de Santa Maria/RS, uma proposta contendo as experiências e as possibilidades de novos processos formativos, a partir da contação de histórias, que será compartilhado com a secretaria de educação do município, buscando provocar à SMED quanto aos constructos teórico-práticos de todo o processo dessa pesquisa e à organização das formas de acolhimento às professoras fragilizadas/adoecidas emocional e mentalmente.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessSaúde mental e emocionalContação de históriasAuto(trans)formação de professorasMental and emotional healthStorytellingSelf(trans)formation of teachersCNPQ::CIENCIAS HUMANAS::EDUCACAOA contação de histórias como possibilidade auto(trans)formativa com professorasStory telling as a self-(trans)formative possibility with teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisHenz, Celso Ilgohttp://lattes.cnpq.br/8841113239645760Signor, PatríciaLunardi, Elisiane Machadohttp://lattes.cnpq.br/2372174707069290Oliveira, Marilei Almeida de7008000000066006006006006008da23dd6-53f1-4cc2-987a-3590914c81454253214c-b34b-489e-a0ae-d1381f50233458e1e647-3c93-40f7-9e46-6bebe70a44bc986bbb8b-f5dd-4730-a246-48594d71b9e9reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPPGE_2023_OLIVEIRA_MARILEI.pdfDIS_PPGPPGE_2023_OLIVEIRA_MARILEI.pdfDissertação de mestradoapplication/pdf10856419http://repositorio.ufsm.br/bitstream/1/30096/1/DIS_PPGPPGE_2023_OLIVEIRA_MARILEI.pdf8c21d6ea1edc703e7a9f43740bd0ef6eMD51LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A contação de histórias como possibilidade auto(trans)formativa com professoras |
dc.title.alternative.eng.fl_str_mv |
Story telling as a self-(trans)formative possibility with teachers |
title |
A contação de histórias como possibilidade auto(trans)formativa com professoras |
spellingShingle |
A contação de histórias como possibilidade auto(trans)formativa com professoras Oliveira, Marilei Almeida de Saúde mental e emocional Contação de histórias Auto(trans)formação de professoras Mental and emotional health Storytelling Self(trans)formation of teachers CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A contação de histórias como possibilidade auto(trans)formativa com professoras |
title_full |
A contação de histórias como possibilidade auto(trans)formativa com professoras |
title_fullStr |
A contação de histórias como possibilidade auto(trans)formativa com professoras |
title_full_unstemmed |
A contação de histórias como possibilidade auto(trans)formativa com professoras |
title_sort |
A contação de histórias como possibilidade auto(trans)formativa com professoras |
author |
Oliveira, Marilei Almeida de |
author_facet |
Oliveira, Marilei Almeida de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Henz, Celso Ilgo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8841113239645760 |
dc.contributor.referee1.fl_str_mv |
Signor, Patrícia |
dc.contributor.referee2.fl_str_mv |
Lunardi, Elisiane Machado |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2372174707069290 |
dc.contributor.author.fl_str_mv |
Oliveira, Marilei Almeida de |
contributor_str_mv |
Henz, Celso Ilgo Signor, Patrícia Lunardi, Elisiane Machado |
dc.subject.por.fl_str_mv |
Saúde mental e emocional Contação de histórias Auto(trans)formação de professoras |
topic |
Saúde mental e emocional Contação de histórias Auto(trans)formação de professoras Mental and emotional health Storytelling Self(trans)formation of teachers CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Mental and emotional health Storytelling Self(trans)formation of teachers |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This Professional Master's research is part of the Pedagogical Management and Educational Contexts Research Line, of the Graduate Program in Public Policies and Educational Management at the Federal University of Santa Maria/RS. With it, we seek to tell stories, our stories and those of other people who join us in studies, reflections and propositions about storytelling as a self-(trans)formative approach, capable of contributing as a possibility in the process of welcoming and space-time of permanent self(trans)formative processes with early childhood education teachers in the municipality of Santa Maria/RS. The main objective of this research was to understand how storytelling can be carried out in a self-(trans)formative approach that contributes/welcomes mentally and emotionally fragile teachers in the municipal network of Santa Maria/RS. In addition, to raise awareness and carry out the self(trans)formation research with the co-authors, we adopted the political-epistemological proposal of the Investigativeauto(trans)formative Dialogical Circles (HENZ, 2015), as a possibility for each one to say their word and as a process of permanent self(trans)formation with the participating teachers. We developed 04 face-to-face meetings with early childhood education teachers from the western region of Santa Maria/RS; in addition to dialogues, sharing of formative moments and the organization of a questionnaire with specific questions raised in the Circles. Studies carried out individually and also shared with the teachers made us understand, know and (re)know that democratic management and permanent self(trans)formation with teachers are viable for a hopeful path in which we want to assume our pedagogical and political commitment as professionals, humans and participants in the construction of a democratic and just society. Through the awareness brought about by the dialogical-reflective space-times, we feel challenged to commit to being a protagonist in the struggle for an education of social and human quality, with dialogued and participatory praxis, at the service of the liberation and humanization of professional teachers as well. In this sense, based on the circles and other dialogical-reflective space-times, we identified points in common with the teachers' emotional and mental illness/exhaustion; as well as, we delimit points related to the welcoming of these teachers and, in view of this scenario, together, we seek to understand how storytelling emerges as a possibility to soften these indices, through Auto(trans)formative processes. The dialogues and systematization of the intervention construct (“final product”) consists of presenting storytelling as a permanent self(trans)formative approach for early childhood education teachers in the municipal network of Santa Maria/RS, an explanatory document containing the experiences and the possibilities of new training processes, based on storytelling, which will be shared with the municipality's education department and schools, seeking to contemplate the theoretical-practical constructs of the entire process of this research and organize ways of welcoming fragile teachers/emotionally and mentally ill. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-08-28T18:15:08Z |
dc.date.available.fl_str_mv |
2023-08-28T18:15:08Z |
dc.date.issued.fl_str_mv |
2023-05-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/30096 |
url |
http://repositorio.ufsm.br/handle/1/30096 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
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600 600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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