Banca de QUALIFICAÇÃO: ERIVELTON BENITI

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ERIVELTON BENITI
DATE: 28/02/2023
TIME: 15:00
LOCAL: online
TITLE:

Professional developmente of teachers who work in multisseriated class: Narratives of teachers in the municipality of Itaituba - Para

KEY WORDS:

Rural Education, Multigrade Classes, Teacher Professional Development, Narratives.

PAGES: 83
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Rural
SUMMARY:

The study on Professional development of teachers who work in multigrade classes: narratives of teachers in the city

 of Itaituba – Pará, seeks to investigate how teachers who work in multigrade classes build their own process of

 professional development for teachers, starting from the following guiding question: In what To what extent do

 the formative experiences of teachers who work in multigrade classes in rural education in the municipality of 

Itaituba contribute to the process of teacher professional development? For this, a descriptive-analytical 

methodology was adopted, based on the method of autobiographical narratives. For the theoretical foundation, we 

base ourselves on Hage (2010, 2011, 2014), Ximenes-Rocha (2007), Munarim (2008), Molina; Sá (2012), Caldart 

(2009), Clandinin and Connelly (2011), Arroyo (2010), Nóvoa (2007), Crecci; Fiorentini (2018) among others, 

which are based on the themes of Teacher Professional Development, Rural Education, multigrade classes and

 narratives. It is believed that this research, mediated by autobiographical narratives, will bring pedagogical 

political relevance, due to the importance of training this professional who works in multi-grade classes, his 

training process, reflections, theoretical-methodological deepening, expansion of knowledge and sharing of 

experiences. knowledge and experiences. In this way, the research proves to be relevant, as it recognizes the

 voices of educators who teach in these spaces, giving them the opportunity to reflect on the journey experienced

 through narratives, as well as challenges and overcoming; it also favors a special view regarding their teaching 

practices and the didactic-methodological strategies adopted in view of the context and challenges of multigrade 

classes. It is expected that the present study will bring contributions with regard to teacher training aimed

 at the professional teaching development of educators who work in multigrade classes

COMMITTEE MEMBERS:
Presidente - 1278761 - SOLANGE HELENA XIMENES ROCHA
Interno - 1980548 - GLAUCO COHEN FERREIRA PANTOJA
Externa à Instituição - RENATA PORTELA RINALDI - UNESP