A construção dos saberes docentes: um olhar sobre as experiências de professores da disciplina de História acerca da temática de diversidade sexual
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Data
2014-08-26
Autores
Vieira, Hamilton Édio dos Santos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A escola é o espaço do possível no desejo de construir um projeto democrático que contemple a diversidade sexual. É no cotidiano escolar que há um grande aporte para se pensar sobre os princípios de direitos humanos e cidadania para todos/as, e o/a professor/a pode desempenhar papel fundamental nesse processo, a partir de sua prática docente. Esta dissertação é resultado de uma pesquisa que investigou questões sobre a prática docente em relação a seus saberes acionados diante de resolver demandas e necessidades quando a diversidade sexual emergia no cotidiano escolar. O estudo se deu a partir de uma abordagem qualitativa com um professor e três professoras da disciplina de História atuantes na rede pública estadual de São Paulo, na cidade de São Carlos, com vinte e três anos de docência. A escolha do tema se deu primeiro por pensar nas discussões atuais sobre as demandas de diversidade sexual nas escolas e como os saberes docentes se constroem nessa relação. E o recorte a partir da proposta de ensino de História, tanto estadual quanto nos Parâmetros Curriculares Nacionais, em entender os saberes históricos como multirreferenciais e no trato com a diversidade na construção do cidadão a partir de uma narrativa histórica. Em segundo, o tempo de docência, pelo enfoque no ciclo de vida profissional do/as professor/as contemplar diferentes momentos históricos vivenciados em formação e em sua carreira pelo/as docente/es nas suas experiências profissionais e na relação histórico-temporal dos seus saberes docentes. Utilizou-se para obtenção dos dados entrevistas semiestruturadas realizadas entre agosto e setembro de 2013 utilizando da Análise de Conteúdo, proposta por Laurence Bardin e Maria Laura Franco, além de estudos sobre sexualidade, gênero e diversidade sexual em diálogo com discussões sobre formação docente e os saberes docentes, a partir de estudos de Maurice Tardif e Antônio Nóvoa. Foi ...
The school is the space of the possible desire to build a democratic project that considers sexual diversity. It is in the daily school routine that there is a large contribution to think about the principles by human rights and citizenship for all, and the teacher can play a key role in this process, from his teaching practice. This Master’s thesis is the result of a survey that investigated questions about the teaching practice in relation to their knowledge driven before solving demands and needs when sexual diversity emerged in everyday school life. The study was performed based on a qualitative approach with a History male teacher and three History female teachers working in public schools at the state of São Paulo, in São Carlos, around twenty-three years of teaching. The choice was first proposed by thinking about History teaching practice, both statewide and in the National Curriculum Parameters, to understand the historical knowledge as multi-referential and in dealing with diversity in the construction of the citizen from a historical narrative. And second, by focusing on professional life, where teachers contemplate different historical moments experienced in training and career cycle in their professional experience and historical-temporal relationship of their teaching knowledge. Data was obtained from semi-structured interviews conducted between August and September, 2013, using the content analysis proposed by Bardin Laurence and Maria Laura Franco, as well as studies on sexuality, gender and sexual diversity in dialogue with discussions on teacher education and knowledge from studies of Maurice Tardif and Antonio Nóvoa. It could be observed that in addition to plural forms, teachers’ knowledge dialogues with the knowledge of experience in a great part, not just of teacher’s academic training, even when all expressed the feeling that the Academy was not enough to prepare ...
The school is the space of the possible desire to build a democratic project that considers sexual diversity. It is in the daily school routine that there is a large contribution to think about the principles by human rights and citizenship for all, and the teacher can play a key role in this process, from his teaching practice. This Master’s thesis is the result of a survey that investigated questions about the teaching practice in relation to their knowledge driven before solving demands and needs when sexual diversity emerged in everyday school life. The study was performed based on a qualitative approach with a History male teacher and three History female teachers working in public schools at the state of São Paulo, in São Carlos, around twenty-three years of teaching. The choice was first proposed by thinking about History teaching practice, both statewide and in the National Curriculum Parameters, to understand the historical knowledge as multi-referential and in dealing with diversity in the construction of the citizen from a historical narrative. And second, by focusing on professional life, where teachers contemplate different historical moments experienced in training and career cycle in their professional experience and historical-temporal relationship of their teaching knowledge. Data was obtained from semi-structured interviews conducted between August and September, 2013, using the content analysis proposed by Bardin Laurence and Maria Laura Franco, as well as studies on sexuality, gender and sexual diversity in dialogue with discussions on teacher education and knowledge from studies of Maurice Tardif and Antonio Nóvoa. It could be observed that in addition to plural forms, teachers’ knowledge dialogues with the knowledge of experience in a great part, not just of teacher’s academic training, even when all expressed the feeling that the Academy was not enough to prepare ...
Descrição
Palavras-chave
Educação, Educação sexual, História, Professores - Formação, Education
Como citar
VIEIRA, Hamilton Édio dos Santos. A construção dos saberes docentes: um olhar sobre as experiências de professores da disciplina de História acerca da temática de diversidade sexual. 2014. 168 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciencias e Letras (Campus de Araraquara), 2014.