Banca de DEFESA: DIOGO PACHER FERREIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DIOGO PACHER FERREIRA
DATE: 08/12/2023
TIME: 09:30
LOCAL: Formato híbrido: dependências do IQ/UnB e via Teams
TITLE:

Struggle for resistance and legitimation processes in teaching education context: surviving the culture and weaving critical possibilities

KEY WORDS:

Teacher education; Small Groups of Research; resistance; Socio-scientific Issues

PAGES: 120
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

This dissertation aims to value the actions that compose resistance to the established formative crisis in the education field. The influences of neoliberal society, favorised the rupture of the reflective processes in education, resulting in semi-formative environments for teachers. Therefore, the path between the desire for emancipation and the emancipatory process itself is now marked by contradictions, which make it harder to fulfil expectations for a better formation among teachers. To cope with the decline of cultural and scientific training, the Small Groups of Research (SGR) emerged as an alternative. Based on the theoretical construct of resistance developed by Henry Giroux, the SGR values a critical and authentic formative project, fomenting actions to resist the interruption of critical-reflective processes, especially in teacher education. The research aims to identify these actions developed in SGR that enable resistance movements to a semi-formative logic. The methodological structure outlined and highlighted two aspects following a qualitative approach:  the history of SGR represented in the scientific literature and the dialogue with members of this story. Epistemologically based on Paulo Freire's dialogical approach: we worked with narratives of eight participants in SGR groups. The dialogues were conducted in the format of semi-structured interviews and analyzed from the perspective of Content Analysis.The analyses were conducted through the lens of two major categories: i) qualification of hegemonic forces within teacher education and school life; ii) conditions, actions, and content of counter-hegemonic education. The results reveal that the effort to horizontalize the university-school relationship allowed for a formative convergence between institutions, creating spaces for a deeper understanding of the concrete reality within schools. However, it became evident that this relationship is mediated by neoliberal aspects of the system, which impede formative progress. The praxis undertaken in the "school ground" and developed with teachers facilitated the identification of intrinsic cultural aspects that were crucial for a critical and political configuration of resistance. The incorporation of Socio-scientific Issues (SSI) proved to be significant in resisting traditional models engendered under the false neutrality of science. Finally, we understand that the hollowing out of formative spaces is a neoliberal project aimed at solidifying the reproductive and content-focused logic of educational spaces. A sensitive examination of the relationships that mediate work and education is required to keep hope alive amidst exhaustion caused by the devaluation of teaching. In this context, we understand that the PGP is not immune to neoliberal pressures, but aligned with a dialogical perspective, it assumes a critical formative configuration and offers theoretical opportunities that strengthen the sense of struggle and resistance in the continuous education of teachers.

COMMITTEE MEMBERS:
Presidente - 1528690 - ANDRE VITOR FERNANDES DOS SANTOS
Interno - 2544016 - DELANO MOODY SIMOES DA SILVA
Interno - ***.374.469-** - RODRIGO DIEGO DE SOUZA - UFSC
Externa à Instituição - LIZETE MARIA ORQUIZA DE CARVALHO - UNESP