Banca de QUALIFICAÇÃO: WILLIAM TEIXEIRA ALVES

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : WILLIAM TEIXEIRA ALVES
DATE: 06/12/2024
TIME: 17:00
LOCAL: Conferência WEB RNP | https://conferenciaweb.rnp.br/webconf/aristoteles-de-paula-berino
TITLE:

THEORETICAL-PRACTICAL-PEDAGOGICAL REFLECTIONS OF INTERNS OF THE PEDAGOGY COURSE IN PEDAGOGICAL LETTERS: NARRATIVES OF AUTONOMY (?)

KEY WORDS:

Pedagogical Letter, Teacher Training, Critical Reflection, Narratives, Paulo
Freire

PAGES: 114
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The research proposal presented in the article focuses on the production of pedagogical
letters as a means of development and learning for interns in the Pedagogy course,
specifically in a distance extension course via letters. The general objective is to
investigate the experiences and perceptions of these interns through writing, promoting a
space for dialogue and reflection that contributes to their critical formation and educational
practice. The adopted methodology is qualitative and descriptive, using the production of
letters as a data collection device, configuring itself as a research-training process (Josso,
2004, 2006) that involves all participants in the collective construction of knowledge.
Furthermore, the analysis of narratives (Souza 2006) will be a fundamental component of
the methodology, allowing for a rich and contextualized interpretation of the experiences
of the research subjects, enabling their personal and professional stories to be reflected
upon and discussed. The extension course, structured around letter writing, aims not only
for theoretical formation but also for reflective practice, allowing interns to share their
experiences and challenges faced during their internship. This approach provides a
collaborative learning environment where participants can support each other and build a
deeper understanding of teaching practice. The justification for this research lies in the
need to promote a formation that goes beyond mere content transmission, seeking to
develop a critical and reflective consciousness in future educators (Josso, 2004,2006). In
an educational context that often prioritizes standardization and homogenization,
pedagogical letters emerge as a practice that values individuality and personal experience,
contributing to the construction of more meaningful and contextualized knowledge. The
theoretical foundation is based on the ideas of Paulo Freire (1996), who emphasizes
education as a political and transformative act, and on authors such as Nóvoa (1992) and
Schon (1992, 2000), who discusses the relevance of critical teacher training, highlighting
the need to consider experience and teaching practice; Isabela Camini (2010, 2012) and
Coelho (2012), who address the importance of pedagogical letters as instruments for
knowledge construction, emphasizing how these writing practices can enrich the
continuous training of educators and promote a critical analysis of their experiences. It is
expected that the production of letters will allow interns to evoke memories and
experiences that influence their educational approaches, contributing to a more
autonomous and conscious learning process. At the same time, the research seeks to open
new spaces in academia for innovative forms of knowledge production, challenging
traditional norms of academic writing and promoting a more inclusive and reflective
education.

COMMITTEE MEMBERS:
Presidente - 1243695 - ARISTOTELES DE PAULA BERINO
Externa à Instituição - MARISOL BARENCO CORRÊA DE MELLO - UFF
Externa à Instituição - TANIA LUCÍA MADDALENA - UERJ