DSpace Coleção:https://repositorio.ufms.br/handle/123456789/16192024-03-29T15:55:43Z2024-03-29T15:55:43ZCOMPREENSÃO IDENTITÁRIA PROFISSIONAL DE PROFESSORES DO ENSINO MÉDIO EM ESCOLAS ESTADUAIS DO MUNICÍPIO DE CORUMBÁ-MShttps://repositorio.ufms.br/handle/123456789/85972024-03-25T20:20:17Z2024-01-01T00:00:00ZTítulo: COMPREENSÃO IDENTITÁRIA PROFISSIONAL DE PROFESSORES DO ENSINO MÉDIO EM ESCOLAS ESTADUAIS DO MUNICÍPIO DE CORUMBÁ-MS
Abstract: This research seeks to investigate the understanding of high school teachers, from state schools in the municipality of Corumbá-MS, regarding their professional teaching identity. The research is justified, above all, by the connection between daily school practices and the recent curricular reforms of High School. From a methodological point of view, a qualitative research was carried out, in which 20 teachers who work in high school from state schools participated, through a semi-structured interview. The results were systematized and analyzed using the Content Analysis technique. The teachers' responses generated different categories, revealing their isolated understanding of what is teacher identity. In other words, they highlighted aspects that influence the process of building professional identity, such as personal awareness (regarding what they think it is), the relationship with the work environment, professional profile and professional performance (practices, knowledge and experiences). The passion for the profession was also an important factor for their identification with the profession, as well as their relationship with high school students, which from the teacher's perspective, contributes to job satisfaction. On the other hand, there were also cases in which teachers did not feel identified with this stage of teaching, especially due to the discrepancy in the students’ learning. In addition, they listed numerous challenges faced during their practices in high school, resulting from the negative impacts caused by the pandemic and the reform of this stage of education, such as the reduction of workload dedicated to essential disciplines and adjustments made to legal documents related to the job practice. The teachers’ perceptions related to the difference between the teaching profession and others include devaluation, work overload and lack of respect by the society. Despite many adversities, the vast majority of teachers did not consider seeking another profession, which can be attributed to the experiences they had. Thus, it is expected to be able to contribute to the initial and continuing training of teachers, because the understanding of teacher identity is fundamental to their professional development.
Keywords: High School. Teacher identity. Curriculum reforms.
Tipo: Dissertação2024-01-01T00:00:00ZCONCEPÇÕES DO TRADUTOR INTÉRPRETE DE LIBRAS SOBRE A FORMAÇÃO PROFISSIONAL E ATUAÇÃO NA EDUCAÇÃO ESCOLARhttps://repositorio.ufms.br/handle/123456789/83062024-01-26T20:17:40Z2023-01-01T00:00:00ZTítulo: CONCEPÇÕES DO TRADUTOR INTÉRPRETE DE LIBRAS SOBRE A FORMAÇÃO PROFISSIONAL E ATUAÇÃO NA EDUCAÇÃO ESCOLAR
Abstract:
Tipo: Dissertação2023-01-01T00:00:00ZAções do Núcleo de Atendimento às Pessoas com Necessidades Educacionais Específicas (Napne) do Instituto Federal de Mato Grosso do Sul (IFMS)https://repositorio.ufms.br/handle/123456789/81452023-12-12T13:11:22Z2023-01-01T00:00:00ZTítulo: Ações do Núcleo de Atendimento às Pessoas com Necessidades Educacionais Específicas (Napne) do Instituto Federal de Mato Grosso do Sul (IFMS)
Abstract: This This study is linked to the research line Policies, Institutional Practices and Social Exclusion/Inclusion of the Master's Degree in Education at the Federal University of Mato Grosso do Sul, Pantanal Campus (UFMS/CPAN). The general aim of this research is to discuss the actions developed by the IFMS Corumbá Campus to promote access and permanence for PAEE students. The specific objectives are: 1. to map the scientific productions that address the inclusion of PAEE students in the IFs; 2. to discuss the political-normative contributions on the access and permanence of PAEE students in the federal network of professional, scientific and technological education, specifically in the IFMS; 3. to identify some actions of teachers who work in classes in which PAEE students are enrolled; 4. to analyze the actions of Napne. The research is divided into two stages: 1) Analysis of official documents and statistical surveys in the public domain. 2) Semi-structured interviews with IFMS Campus Corumbá professionals: with the professionals who work in this sector (Napne members) and teachers who have taught PAEE students in the last three years (2020, 2021 and 2022). The results show that the participants recognize the importance of Special Education and the school inclusion policy. In addition, the PAEE is enrolled and accessibility adjustments and actions are carried out according to their needs. We have seen progress, such as the Napne coordinator receiving a bonus (added to his salary), as a means of professional recognition and appreciation; and the availability of teachers to meet the specific needs of the PAEE, despite the work overload. Another verified action was the realization of teaching and extension projects carried out by the institution's professionals involving PAEE students, with the aim of promoting the school inclusion policy among students and the general public. It was possible to ascertain that the IFMS Corumbá Campus needs specific attention, especially with regard to training professionals to meet the existing demand, hiring professional interpreters of the Brazilian Sign Language (Libras) and a specialized teacher or, as the participants call it, an AEE teacher. These are perhaps the greatest weaknesses presented. The research also made it possible to understand that in order to improve school inclusion policies and practices, it is necessary to carry out research into the indicators of access and permanence of the PAEE, which will help to build new possibilities in the school inclusion process.
Tipo: Dissertação2023-01-01T00:00:00ZAS ESCOLAS DAS ÁGUAS DO PANTANAL SUL-MATO-GROSSENSE: UM ESTUDO SOBRE A CULTURA ESCOLAR RIBEIRINHAhttps://repositorio.ufms.br/handle/123456789/73412023-11-29T22:55:13Z2023-01-01T00:00:00ZTítulo: AS ESCOLAS DAS ÁGUAS DO PANTANAL SUL-MATO-GROSSENSE: UM ESTUDO SOBRE A CULTURA ESCOLAR RIBEIRINHA
Abstract: This dissertation is part of the Research Line Educational practices, training of
teachers/educators in school and non-school spaces, of the Master's course of the Postgraduate Program in Education (PPGE) of the Federal University of Mato Grosso Grosso do Sul - Pantanal Campus, concentration area in Social Education. This study is linked to the study and research group on Teaching Training and Practices (Forprat).
In the contact through experiences in teaching and in the pedagogical coordination in
one of the schools of the waters, it was noticed that there is a diversity in the form of
organization and functioning in the schools of the waters, emerging the following
questions: how these schools are organized in terms of time, space and curriculum?
What similarities and singularities do these schools have for the configuration of a
riverside school culture? In order to seek to answer these questions, this research has
the general objective of analyzing the similarities and singularities of the schools of the
waters of the Pantanal Sul-mato-grossense for the configuration of a riverside school
culture. As specific objectives, the following were sought: (i) to outline the profile of the
water schools in relation to the organization of time, space and curriculum; (ii) identify
the similarities of these schools and that make up the riverside school culture. (iii) verify
the singularities of these schools regarding their form of organization. In a qualitative
approach in terms of its nature, which is exploratory and descriptive in relation to the
objectives, for the production of data it relies on a survey and analysis of documents
from the schools of the waters. The findings of this study result in some evidence of
the prevalence of an urban culture at school, on the one hand, and on the other,
possibilities to think about a configuration of a riverside school culture, or one that
belongs to the waters. With this study, we sought to contribute to the expansion of
studies on school culture in riverside contexts, as well as to propose training and
curriculum policies aimed at water schools.
Keywords: Riverside schools; School time; School space; Curriculum.
Tipo: Dissertação2023-01-01T00:00:00Z