Banca de QUALIFICAÇÃO: DIOGO PACHER FERREIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : DIOGO PACHER FERREIRA
DATE: 01/12/2022
TIME: 14:00
LOCAL: Ocorrerá de forma híbrida, com participações online (link a ser enviado) e presenciais na FUP
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; pedagogical letters; semi-formation.

PAGES: 80
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The present work seeks to value the actions that compose resistance to the established formative crisis in the education field. The influences of neoliberal society, favorized the rupture of the reflective processes in education, resulting in semi-formative environments for teachers. Moreover, 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 formation, the Small Groups of Research (SGR) emerge as an alternative. It values a critical and authentic formative project, fomenting actions that create a movement of resistance to that interruption of 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 three aspects following a qualitative approach: i) the history of SGR represented in the scientific literature; ii) the researcher's experience as an active member of an SGR; iii) the dialogue, through pedagogical letters with the experience of people who participated in the history of SGR. The main findings are: the choice of the STS methodological approach contributed to a composition of resistance to traditional models that encourage the neutrality of science; The formative dialogues strengthened the reflective power generated by theory-practice relations; the critical reading of the educational context promoted in the SGR formative links, favoring the elaboration of strategies to cope with struggle and resistance. Finally, we understand that SGR are groups committed to a teacher training program that values a critical project, escaping the rule of over-production for the fulfilment of bureaucratic mechanisms. Aligned with a dialogical perspective, it and seeks alternatives to confront the devices that interrupt the reflective process in teaching.

BANKING MEMBERS:
Presidente - 3009118 - PAULO GABRIEL FRANCO DOS SANTOS
Interno - 2544016 - DELANO MOODY SIMOES DA SILVA
Interno - 064.374.469-00 - RODRIGO DIEGO DE SOUZA - UFSC
Externo à Instituição - LIZETE MARIA ORQUIZA DE CARVALHO - UNESP