The proposal inTthe modules of Project Logos II and the teaching practice of the teacher-student in Rondônia

Author(s)

Cristiane Talita Gromann de Gouveia

• Document type: Doctoral Thesis
• Press: Rio Claro. 2019-07-04.
• Institution: Universidade Estadual Paulista (Unesp). Instituto de Biociências. Rio Claro
• Defense date: 2019-06-27
• Advisor: Arlete de Jesus Brito

Abstract

In the 1970s, the Logos II Project was implemented in some states of Brazil, aiming to train unqualified teachers who were working in the classroom in the first four grades of the first et school. In an situation, this program enabled at the second level and teaching, it mas developed with distance learning in modular system. In Rondônia, studies indicate that the Project was developed from 1976 to 1994, but despite its importance for education, since it was one of the first in the state and represented a possible way of disseminate educational proposals, there is no research about specifically training of the students of Logos II. The purpose of this research is to elaborate a historical interpretation based on the Logos II didactic material, establishing relations with the testimonies of the Rondonians teachers who approach the school daily life of the period in which they studied the project (1976 to 1994). As sources, we considered the modules, legislation, enrollment forms, school records, diplomas and other documents of the trainees referring to Logos II, in addition, we also analyzed the interviews that were carried out with teachers-students in the cities of Ariquemes , Pimenta Bueno and Vilhena, samples of places where the project worked. As a theoretical-methodological contribution, the Ginzburg (1989, 2002; 2008) paradigm, the concept of a document as quoted by Le Goff (2003), the critique of Bloch's paper (2001), the triangulation of data of Mathison (1988), Peter Burke's concept of cultural history (2005, 2012), the conception of memory as dealt with by Halbwachs (2003) and Goodson's definition of curriculum (2012). We found as main results that the modules did not have a hegemonic conceptual mark, being composed by a fusion of diverse theoretical tendencies that were often motivated by foreign conceptions. In addition, however much the modules were produced by different authors, these didactic materials assumed the same conceptual style, marked by a conceptual eclecticism that was in accordance with the conceptions of education of the time. Due to the modules being for teacher training, such clusters of theories and conceptions influenced in some way the discourse about the teaching practice of these teachers-cursistas. Still, according to the discourses of these teachers, as they initially did not have the formal preparation / certification to teach, their teaching practices were also influenced by the behavior of their former teachers, by the knowledge acquired in the daily life of the school and the community and other knowledge that do not belong to the school. (AU)

• FAPESP's process: 16/00850-2 - The proposal in the modules of Project Logos II and the teaching practice of the teacher-student in Rondônia.
• Grantee: Cristiane Talita Gromann de Gouveia
• Support Opportunities: Scholarships in Brazil - Doctorate