Banca de DEFESA: JÉSSICA ROBERTA LARA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JÉSSICA ROBERTA LARA
DATE: 26/11/2025
TIME: 17:00
LOCAL: https://conferenciaweb.rnp.br/sala/patricia-bastos-de-azevedo
TITLE:

O impacto do ProfHistória -UFRRJ na vida das mulheres/mestras e na prática pedagógica.

 

KEY WORDS:

ProfHistória, Continuing Formation, Pedagogical Practice, Basic Education.

PAGES: 99
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

 

This research is of a qualitative nature and aimed to understand the impacts that the Professional Master’s Program in History Teaching (ProfHistória) at the Federal Rural University of Rio de Janeiro (UFRRJ) has had on the lives and pedagogical practices of the women/masters who enrolled in this continuing education program from its implementation in 2014 through 2022. A questionnaire created via Google Forms was sent by email to 46 graduates of the program who had defended their dissertations by 2022. Of these, only 13 responded—seven men and six women—and from this group, three women/masters agreed to be interviewed. In this study, we worked within the evidential paradigm, seeking clues in the narratives constructed through the questionnaire responses and the semi-structured interviews conducted with these three teachers/masters, all graduates of ProfHistória at UFRRJ, who live in the cities of Rio de Janeiro, Volta Redonda, and Barra Mansa. The analysis of these narratives was based on the ideas of Volochinov/Bakhtin (2002), who describes the “individual” as being ideologically, historically, and sociologically constructed, as well as on the theoretical framework of authors who study teacher education, such as Maurice Tardif, Claude Lessard, António Nóvoa, among others. Thus, we highlight some of the impacts that the Professional Master’s Program in History Teaching has had on their lives and pedagogical practices. We observed that ProfHistória contributed to significant changes and transformations in these women’s personal and professional trajectories, as they experienced social mobility, transformed their literacy practices, and became protagonists in their classrooms by understanding their students’ needs and collaboratively constructing a meaningful, reality-based curriculum.

 

COMMITTEE MEMBERS:
Presidente - 1548864 - PATRICIA BASTOS DE AZEVEDO
Externa ao Programa - 2083489 - FABIANA DE MOURA MAIA RODRIGUES - UFRRJExterna à Instituição - MARIA APARECIDA CABRAL - UERJ