Banca de DEFESA: GLAUCIENE DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GLAUCIENE DE OLIVEIRA
DATE: 17/12/2021
TIME: 14:00
LOCAL: https://teams.microsoft.com/l/meetup-join/19:23_nDEEvIZtjmofii6y2BYITehvSL0iW7gM8BIBJP6g1@thread.tac
TITLE:

TEACHING IN FASHION COURSES: study on the mobilization of teaching knowledge in technical-practical subjects

KEY WORDS:

Teaching knowledge; Technical-practical subjects; Professional Experiences.

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This is dissertation is within the scope of the Master’s Degree in Technological Education, at the Federal Center for Technological Education of Minas Gerais (CEFET-MG) and is linked to the research line “Science, Technology and Work: philosophical, historical and sociological approaches”. The theme refers to the mobilization of teaching knowledge by teachers of technical-practical subjects in two higher education courses. It deals specifically with the analysis of how teaching is dealt with by these subjects who come from the market and have acquired experience in factories and other establishments in the fashion area and related areas and who have a bachelor’s degree. The notion of “teaching knowledge” incorporated here comes from Tardif (2014) and is related to the professional training of teachers, more specifically to their identity, life experience and professional history, and to their relationship with students in classroom and with other school subjects. Such knowledge consists of the expertise and abilities that teachers mobilize in their daily lives in classrooms and other learning environments. The objective of the research was to analyze the teaching knowledge, its respective sources and the ways of its appropriation by bachelors and technologists coming from work in the fashion market and who start to work in teaching. We sought to understand the interfaces or points of convergence between the teaching knowledge categorized by Tardif (2014) and the knowledge of this specific group of teachers. For this, six teachers were submitted to an individual focused interview with questions related to teaching knowledge and its sources and modes of acquisition. The interview sought to find the interpretations of teachers about teaching as well as their personal and professional experiences. Each interview gave rise to a narrative, sequenced in the interview script. In line with the proposed objective, the categories of “childish, academic and professional knowledge” were formulated, which are the result of an approximation between the narratives and propositions of Tardif (2014) about teaching knowledge. The results of this research show that the knowledge of the interviewed teachers comes from different sources, including the family, childhood environments, primary and secondary school, the practice of craft in the fashion labor market and in related areas, and, mainly, the teaching practice itself in the workplace. In the teacher’s conception, knowledge is allied and completes each other to a greater or lesser extent. They recognize that the exercise of teaching, in addition to training in a degree or pedagogy, is a form of learning and, therefore, they value the teacher’s experience, acquired in the daily life of the classroom.

BANKING MEMBERS:
Presidente - JOSE GERALDO PEDROSA
Interna - MARIA ADELIA DA COSTA
Externa ao Programa - MARIA DE LOURDES COUTO NOGUEIRA