Banca de QUALIFICAÇÃO: Rosa Maria Costa Cavalcante

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : Rosa Maria Costa Cavalcante
DATE: 07/11/2022
TIME: 09:00
LOCAL: virtual
TITLE:

FORMULÁRIO BANCA QUALIFICAÇÃO MESTRADO

À Coordenação do Programa de Pós-Graduação em Educação,

Encaminho, para as devidas providências, solicitação de aprovação de Banca de Defesa, conforme segue:

KEY WORDS:

Subjectivity; subjective constitution; interpretive construction; teaching; early childhood education

PAGES: 66
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The thesis project explores the aspects that integrate the subjective constitution of the Early Childhood Education teacher and aims to understand the subjective configurations of teaching and their transformations during the professional trajectory in the face of the new challenges proposed by the National Common Curricular Base (BNCC). The research addresses to which extent the conceptions of the new normative document enable the rise of the re-signification of teaching practice, influence and contribute to the transformation or continuity of conceptions of children and childhoods, as well as the representations about the student's role in articulation with activities that guarantee the proposed learning rights. The thesis project is theoretically grounded in combining the cultural-historical perspectives and the theory of subjectivity developed by González Rey. It also employs his Qualitative Epistemology approach, which considers scientific knowledge in its procedural character and develops it as a theoretical model. This methodological strategy presupposes the active engagement of the researcher based on a constructive interpretive process based on indicators and hypotheses formulated during the research. The research fieldwork will be conducted in an elementary school in Brasília, with three teachers with recognized teaching experience. Then, the focus is to observe and interpret how the process of the teacher's subjective constitution is integrated into the articulation of individual and social subjectivities, professional experience, and life history. The process of building the social scenario of the research will be undertaken through personal interviews, group discussions, conversational dynamics, complementing sentences, participant observation, and text production. It is expected that the thesis unfolds as a continuous reflection, stimulates the teaching role in the development of their pedagogical practice, and puts into discussion the significant importance of how educators think, live and feel teaching.

BANKING MEMBERS:
Presidente - 1516150 - CRISTINA MASSOT MADEIRA COELHO
Externa ao Programa - 1170952 - LUCIA HELENA CAVASIN ZABOTTO PULINO
Externa ao Programa - 1455006 - VIVIANE FERNANDES FARIA PINTO
Externa à Instituição - LUCIANA SOARES MUNIZ - UFU