Como grupos auxiliam na (trans)formação de futuros professores
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Data
2022-01-10
Autores
Chinelato, Beatriz Maria
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Ao fazer parte de um grupo de estudo/pesquisa desde 2018, percebi o quanto estar em um coletivo que fala sobre educação me proporcionou experiências e vivências únicas. Participar de eventos, de discussões e diálogos propositivos com colegas, professores e gestores trouxe uma pluralidade de conhecimentos/saberes para minha formação inicial. Dessa forma, tomando como foco a temática dos grupos de estudo/pesquisa a presente investigação objetivou analisar artigos científicos cuja temática aborda grupos de estudo/pesquisa universitários na área da Educação. Busquei atingir os seguintes objetivos específicos: sistematizar os grupos de estudo/pesquisa que problematizaram o grupo como espaço de formação e compreender as contribuições que os grupos de estudos/pesquisa no contexto universitário favorecem a constituição dos futuros professores que deles participam. Para atingir esse objetivo, desenvolvi uma pesquisa bibliográfica (GIL, 2002) através de um levantamento bibliográfico que foi realizado na base de dados do Google Acadêmico, com o critério de escolha de artigos que contemplassem as palavras-chave “grupo de formação educação” no título, no resumo ou nas palavras-chaves. Foram selecionados treze artigos produzidos no período de 2015-2020, na língua portuguesa, para a análise dos mesmos. Após a análise e sistematização, foi possível considerar que os grupos ultrapassam os muros da academia, os grupos são espaços abertos para reflexões, locais que permitem diálogo com sujeitos da escola enquanto somos professores em formação, buscando uma educação mais reflexiva e emancipadora.
Being part of a study/research group since 2018, I realized how much being in a collective that talks about education gave me unique experiences and experiences. Participating in events, discussions and purposeful dialogues with colleagues, teachers and managers brought a plurality of knowledge/knowledge to my initial training. Thus, focusing on the theme of study/research groups, this investigation aimed to analyze scientific articles whose theme addresses university study/research groups in the field of Education. I sought to achieve the following specific objectives: systematize the study/research groups that problematized the group as a training space and understand the contributions that study/research groups in the university context favor the constitution of future teachers who participate in them. To achieve this goal, I developed bibliographic research (GIL, 2002) through a bibliographic survey that was carried out in the Google Scholar database, with the criterion for choosing articles that included the keywords "education training group" in the title, abstract or keywords. Thirteen articles produced in the period 2015-2020, in Portuguese, were selected for their analysis. After the analysis and systematization, it was possible to consider that the groups go beyond the walls of the academy, the groups are open spaces for reflection, places that allow dialogue with school subjects while we are teachers in training, seeking a more reflective and emancipatory education.
Being part of a study/research group since 2018, I realized how much being in a collective that talks about education gave me unique experiences and experiences. Participating in events, discussions and purposeful dialogues with colleagues, teachers and managers brought a plurality of knowledge/knowledge to my initial training. Thus, focusing on the theme of study/research groups, this investigation aimed to analyze scientific articles whose theme addresses university study/research groups in the field of Education. I sought to achieve the following specific objectives: systematize the study/research groups that problematized the group as a training space and understand the contributions that study/research groups in the university context favor the constitution of future teachers who participate in them. To achieve this goal, I developed bibliographic research (GIL, 2002) through a bibliographic survey that was carried out in the Google Scholar database, with the criterion for choosing articles that included the keywords "education training group" in the title, abstract or keywords. Thirteen articles produced in the period 2015-2020, in Portuguese, were selected for their analysis. After the analysis and systematization, it was possible to consider that the groups go beyond the walls of the academy, the groups are open spaces for reflection, places that allow dialogue with school subjects while we are teachers in training, seeking a more reflective and emancipatory education.
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Palavras-chave
Grupos, Grupos de estudo/pesquisa, Professores formação, Universidade, Groups, Study/research groups, Teacher training, University