Cinegrafias de professoras: formação, autonomia e imaginário social
Ano de defesa: | 2021 |
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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 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/1/23421 |
Resumo: | This Master's dissertation in Education was developed in Line of Research 1 – Teaching, Knowledge and Professional Development, of the Post-Graduation Program in Education (PPGE), at the Federal University of Santa Maria (UFSM). It arose from the interest in bringing the imaginary closer to the autonomous and heteronomous movements permeated in the images that teachers have or produce around teaching. The general objective was to understand the construction of autonomy and the formative paths in the experience of teachers with cinema. The theoretical foundation included studies in the theoretical field of the Social Imaginary (CASTORIADIS, 1982, 2004, 2006, 2009; OLIVEIRA, 2005), Teacher Training (FERRY, 2004; GATTI et al, 2019; NÓVOA, 2009) and Cinema and Education (BERGALA, 2008; FRESQUET, 2013; TEIXEIRA et al 2014). The research-training methodology (JOSSO, 2004) was carried out in seven collective meetings with cinema, in virtual format, between june and july 2020, with the co-authorship of four teachers of Basic Education. The co-author's cinematographies, that is, the narratives based on the appreciation or creation of films, were understood by the hermeneutic analysis (GADAMER, 1997) and, thus, constructed the research results. In general, cinematographies have shown that teachers are attentive to heteronomous movements, however, teaching is largely limited to individual autonomy. The cinematographies of the letter-films, in particular, highlighted desires, strangeness, resistance and a creative reading of the teaching images. Regarding the symbolic place of teachers, society assigns a “task” place, while teachers assign an intellectual place. Thus, teaching is made of a living matter that, in the micro-revolutions, tensions movements of agreement and subversion in the context that circumscribes it, operating a life between the desired and the possible, in which watching and making films are favorable experiences for the expansion of subversive movements. The research indicated that thinking about the formative paths through the sensitive path of images is potent both for the exercise of autonomy and for self-training. |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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2021-12-27T18:02:49Z2021-12-27T18:02:49Z2021-01-08http://repositorio.ufsm.br/handle/1/23421This Master's dissertation in Education was developed in Line of Research 1 – Teaching, Knowledge and Professional Development, of the Post-Graduation Program in Education (PPGE), at the Federal University of Santa Maria (UFSM). It arose from the interest in bringing the imaginary closer to the autonomous and heteronomous movements permeated in the images that teachers have or produce around teaching. The general objective was to understand the construction of autonomy and the formative paths in the experience of teachers with cinema. The theoretical foundation included studies in the theoretical field of the Social Imaginary (CASTORIADIS, 1982, 2004, 2006, 2009; OLIVEIRA, 2005), Teacher Training (FERRY, 2004; GATTI et al, 2019; NÓVOA, 2009) and Cinema and Education (BERGALA, 2008; FRESQUET, 2013; TEIXEIRA et al 2014). The research-training methodology (JOSSO, 2004) was carried out in seven collective meetings with cinema, in virtual format, between june and july 2020, with the co-authorship of four teachers of Basic Education. The co-author's cinematographies, that is, the narratives based on the appreciation or creation of films, were understood by the hermeneutic analysis (GADAMER, 1997) and, thus, constructed the research results. In general, cinematographies have shown that teachers are attentive to heteronomous movements, however, teaching is largely limited to individual autonomy. The cinematographies of the letter-films, in particular, highlighted desires, strangeness, resistance and a creative reading of the teaching images. Regarding the symbolic place of teachers, society assigns a “task” place, while teachers assign an intellectual place. Thus, teaching is made of a living matter that, in the micro-revolutions, tensions movements of agreement and subversion in the context that circumscribes it, operating a life between the desired and the possible, in which watching and making films are favorable experiences for the expansion of subversive movements. The research indicated that thinking about the formative paths through the sensitive path of images is potent both for the exercise of autonomy and for self-training.Esta dissertação de Mestrado em Educação foi desenvolvida na Linha de Pesquisa 1 – Docência, Saberes e Desenvolvimento Profissional, do Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal de Santa Maria (UFSM). Ela surgiu do interesse por uma aproximação dos imaginários sobre os movimentos autônomos e heterônomos permeados nas imagens que as professoras têm ou produzem em torno da docência. O objetivo geral foi compreender a construção da autonomia e os trajetos formativos na experiência de professoras com o cinema. A fundamentação teórica contou com os estudos do campo teórico do Imaginário Social (CASTORIADIS, 1982, 2004, 2006, 2009; OLIVEIRA, 2005), da Formação de Professores (FERRY, 2004; GATTI et al, 2019; NÓVOA, 2009) e do Cinema e Educação (BERGALA, 2008; FRESQUET, 2013; TEIXEIRA et al 2014). A metodologia da pesquisa-formação (JOSSO, 2004) foi realizada em sete encontros coletivos com o cinema, no formato virtual, entre junho e julho de 2020, com a coautoria de quatro professoras da Educação Básica. As cinegrafias das coautoras, isto é, as narrativas a partir da apreciação ou da criação de filmes, foram compreendidas pela análise hermenêutica (GADAMER, 1997) e, assim, construíram os resultados da pesquisa. Em geral, as cinegrafias mostraram que as professoras estão atentas aos movimentos heterônomos, porém, a docência em grande parte é limitada à autonomia individual. As cinegrafias dos filmes-carta, particularmente, ressaltaram desejos, estranhamentos, resistências e uma leitura criativa das imagens da docência. A respeito do lugar simbólico das professoras, a sociedade atribui um lugar “tarefeiro”, enquanto as professoras atribuem um lugar intelectual. Sendo assim, a docência é feita de uma matéria viva que, nas microrrevoluções, tensiona movimentos de concordância e subversão no contexto que a circunscreve, operando um viver entre o desejado e o possível, no qual ver e fazer filmes constituem experiências propícias ao alargamento dos movimentos subversivos. A pesquisa indicou que pensar sobre os trajetos formativos pela via sensível das imagens é potente tanto ao exercício da autonomia quanto à autoformação.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade 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/openAccessFormação de professoresCinema e educaçãoAutonomiaImaginário socialTeacher trainingCinema and educationAutonomySocial imaginaryCNPQ::CIENCIAS HUMANAS::EDUCACAOCinegrafias de professoras: formação, autonomia e imaginário socialTeacher’s cinegraphies: training, autonomy and social imaginaryinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085Miorando, Tania MichelineTeixeira, Inês Assunção de CastroBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3093053928094027Severo, Bianka de Abreu700800000006600600600600ca9563a9-2cbb-4742-8e58-d43cd909536641973b92-da73-40e6-b114-3b6e049de36c4446bce0-d236-4c4b-a10a-45c4a4a762e8574236a5-67a4-4695-a31f-9f03295891be096fdf86-8b1c-4c0c-9eda-bf1360bc6fb8reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCAÇÃO_2021_SEVERO_BIANKA.pdfDIS_PPGEDUCAÇÃO_2021_SEVERO_BIANKA.pdfDissertação de Mestradoapplication/pdf14375458http://repositorio.ufsm.br/bitstream/1/23421/1/DIS_PPGEDUCA%c3%87%c3%83O_2021_SEVERO_BIANKA.pdfc194145bdfabf39a75a849da2dde280bMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Cinegrafias de professoras: formação, autonomia e imaginário social |
dc.title.alternative.eng.fl_str_mv |
Teacher’s cinegraphies: training, autonomy and social imaginary |
title |
Cinegrafias de professoras: formação, autonomia e imaginário social |
spellingShingle |
Cinegrafias de professoras: formação, autonomia e imaginário social Severo, Bianka de Abreu Formação de professores Cinema e educação Autonomia Imaginário social Teacher training Cinema and education Autonomy Social imaginary CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Cinegrafias de professoras: formação, autonomia e imaginário social |
title_full |
Cinegrafias de professoras: formação, autonomia e imaginário social |
title_fullStr |
Cinegrafias de professoras: formação, autonomia e imaginário social |
title_full_unstemmed |
Cinegrafias de professoras: formação, autonomia e imaginário social |
title_sort |
Cinegrafias de professoras: formação, autonomia e imaginário social |
author |
Severo, Bianka de Abreu |
author_facet |
Severo, Bianka de Abreu |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3628223248832085 |
dc.contributor.advisor-co1.fl_str_mv |
Miorando, Tania Micheline |
dc.contributor.referee1.fl_str_mv |
Teixeira, Inês Assunção de Castro |
dc.contributor.referee2.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3093053928094027 |
dc.contributor.author.fl_str_mv |
Severo, Bianka de Abreu |
contributor_str_mv |
Oliveira, Valeska Maria Fortes de Miorando, Tania Micheline Teixeira, Inês Assunção de Castro Bolzan, Doris Pires Vargas |
dc.subject.por.fl_str_mv |
Formação de professores Cinema e educação Autonomia Imaginário social |
topic |
Formação de professores Cinema e educação Autonomia Imaginário social Teacher training Cinema and education Autonomy Social imaginary CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher training Cinema and education Autonomy Social imaginary |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This Master's dissertation in Education was developed in Line of Research 1 – Teaching, Knowledge and Professional Development, of the Post-Graduation Program in Education (PPGE), at the Federal University of Santa Maria (UFSM). It arose from the interest in bringing the imaginary closer to the autonomous and heteronomous movements permeated in the images that teachers have or produce around teaching. The general objective was to understand the construction of autonomy and the formative paths in the experience of teachers with cinema. The theoretical foundation included studies in the theoretical field of the Social Imaginary (CASTORIADIS, 1982, 2004, 2006, 2009; OLIVEIRA, 2005), Teacher Training (FERRY, 2004; GATTI et al, 2019; NÓVOA, 2009) and Cinema and Education (BERGALA, 2008; FRESQUET, 2013; TEIXEIRA et al 2014). The research-training methodology (JOSSO, 2004) was carried out in seven collective meetings with cinema, in virtual format, between june and july 2020, with the co-authorship of four teachers of Basic Education. The co-author's cinematographies, that is, the narratives based on the appreciation or creation of films, were understood by the hermeneutic analysis (GADAMER, 1997) and, thus, constructed the research results. In general, cinematographies have shown that teachers are attentive to heteronomous movements, however, teaching is largely limited to individual autonomy. The cinematographies of the letter-films, in particular, highlighted desires, strangeness, resistance and a creative reading of the teaching images. Regarding the symbolic place of teachers, society assigns a “task” place, while teachers assign an intellectual place. Thus, teaching is made of a living matter that, in the micro-revolutions, tensions movements of agreement and subversion in the context that circumscribes it, operating a life between the desired and the possible, in which watching and making films are favorable experiences for the expansion of subversive movements. The research indicated that thinking about the formative paths through the sensitive path of images is potent both for the exercise of autonomy and for self-training. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-27T18:02:49Z |
dc.date.available.fl_str_mv |
2021-12-27T18:02:49Z |
dc.date.issued.fl_str_mv |
2021-01-08 |
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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http://repositorio.ufsm.br/handle/1/23421 |
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Universidade Federal de Santa Maria Centro de 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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