Banca de DEFESA: TAMIRES DE CAMPOS LEITE

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : TAMIRES DE CAMPOS LEITE
DATE: 02/08/2021
TIME: 16:00
LOCAL: CEDU - ONLINE
TITLE:

A transdisciplinary and eco-educational perspective on the continuing education of peasant teachers: thinking about inclusion in a multigrade class in a rural school

KEY WORDS:

Rural Education. Eco-training. Transdisciplinarity. Continued teacher education. School inclusion.

PAGES: 92
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This research focuses on the continuing education of the country teacher to think about school inclusion in rural schools, so that the goal is to understand how eco-training and transdisciplinarity can contribute to the development of spaces of intelligibility, which leads a country teacher of a multigrade class in a rural school, to give new meaning to her teacher training process and her pedagogical action in the process of school inclusion. To this end, we took as our theoretical reference the authors who focused on: eco-training, transdisciplinarity, rural education, and inclusion. The research participant was a teacher from a rural school - União dos Palmares - who teaches a multigrade class (elementary I) which, among her students, has two students diagnosed with intellectual disabilities. Thus, the question that guided this study includes: how, from the perspective of eco-training and transdisciplinarity, to promote spaces of intelligibility, so that a peasant teacher who works in a multigrade class of elementary I, in a rural school, gives new meaning to her teaching training process and her pedagogical action in the process of school inclusion? In view of this questioning, as a methodological aspect we took as a basis the epistemological and ecosystemic theoretical perspective that has an ontology and a complex epistemology, and a transdisciplinary methodology considering the three constitutive elements of transdisciplinarity: the third included, the levels of reality and the complexity that has cognitive operators for understanding the processes of intervention, understanding the real. This research was influenced by the existential action research of Barbier (2007) and, as procedures for data production were used: the semi-structured interview, participant observation, the itinerant journal and the reflective sessions in a spiral movement. Thus, as a result of the interpreted data, the web of the existential relationship of the Crioula Seed teacher was apprehended, based on her life story, reflections, and her re-significations regarding (re)thinking her teacher education and pedagogical practices for inclusion in the peasant educational process experienced, providing the ethics of reconnection and the reintroduction of the cognizing subject. So that the teacher as peasant, farmer, professional teacher began to look at herself, recognize herself and, at the same time, reflect, analyze and go beyond what she knew, rethinking her relationships, society, the educational system, her teaching practice, seeing other teaching strategies and thinking about the school inclusion of all students with their relationships and knowledge.

BANKING MEMBERS:
Presidente - 2163805 - MARIA DOLORES FORTES ALVES
Externa à Instituição - MARILZA VANESSA ROSA SUANNO - UFG
Interna - 1121256 - NEIZA DE LOURDES FREDERICO FUMES
Interno - 1121375 - WALTER MATIAS LIMA