Tesis
De decasségui a professor : reflexão de acadêmicos do curso de Pedagogia acordo Brasil/Japão acerca de suas trajetórias
Fecha
2015-04-06Registro en:
MONTEIRO, Edenar Souza. De decasségui a professor: reflexão de acadêmicos do curso de Pedagogia acordo Brasil/Japão acerca de suas trajetórias. 2015. 161 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2015.
Autor
Alonso, Kátia Morosov
http://lattes.cnpq.br/3326858103129656
Alonso, Kátia Morosov
654.466.741-20
http://lattes.cnpq.br/3326858103129656
Monteiro, Filomena Maria de Arruda
459.585.131-68
http://lattes.cnpq.br/7969849041476435
654.466.741-20
Rocha, Simone Albuquerque da
138.091.800-68
http://lattes.cnpq.br/6364731326374137
Gentil, Heloisa Salles
395.908.606-72
http://lattes.cnpq.br/6342334143612406
Linhares, Martha Maria Prata
296.252.891-00
http://lattes.cnpq.br/2261656066135090
Institución
Resumen
This study, presented at the Institute of Education of the Federal University of Mato
Grosso, belonging to the Research Line: School Organization, Training and Teaching
Practices, aims to investigate the career of teachers/academics from the Faculty of Distance
Education Brazil\Japan Agreement, who went to Japan in dekassegui condition and became
teachers. The main data collection instruments were oral and written narratives. The
sources of the narratives were Student Memories, Electronic Socioeconomic Questionnaire,
Narrative Interview and TCC Records (Course Completion Assignment). The theoretical
framework was anchored in the literature on: dekasségui Movement (Costa 2007, Sasaki,
2009, 2011); learning of teaching, teacher training, teacher knowledge (Tardif 1998, 2007;
Pepper 1997, 2006; Marcelo Garcia, 1999, 2009, 2010; Mizukami, 2003, 2008; Nóvoa
1995, 2007, 2009) among others. In addition, on the use of narratives as a data collection
instrument, Souza (2004, 2006) support was sough. Presenting the narratives of the teachers
in the form of single or continuous text, serving a single main theme entitled "Professional
background: Higher education and knowledge required for the construction of teaching"
was decided. The choice of continuous text also occurs because it deals about the subject’s
trajectories that have gone through a professional transition. The narratives presented in this
format allowed us to visualize the 'before' and 'after' the career of each teacher. Thus the
results obtained revealed that the career path of these teachers underwent a transition and
for family reasons they were inserted at school. When it realized teachers, they viewed the
need for professional qualifications. In this scenario there is the opportunity to study
pedagogy and in contact with during the learning stage, the theory during the training and
the exchange of knowledge with classmates, built significant elements that resulted in the
teacher education by strengthening the significance of what to be a teacher. In summary it
can be said that these paths had elements that resulted in the meaning of what a teaching for
these teachers.