%0 Journal Article
%T FORMA  O PARA O EXERC赤CIO DA DOC那NCIA: HIST車RIA DE PROFESSORES DE CLASSES MULTISSERIADAS 每 NOVO HAMBURGO/RS (1940-2009).TRAINING FOR THE EXERCISE OF TEACHING: HISTORY OF MULTIGRADE CLASSES TEACHERS - NOVO HAMBURG0/RS (1940-2009)
%A Jos谷 Edimar Souza
%J Revista Eletrˋnica de Educaˋˋo
%D 2012
%I 
%X Este estudo trata da hist車ria do ensino rural no per赤odo de 1940 a 2009, a partir da mem車ria de dez professores que atuaram em classes multisseriadas na rede p迆blica municipal, na regi o de Lomba Grande, munic赤pio de Novo Hamburgo/RS, Brasil. As mem車rias s o analisadas sob a perspectiva do ※tempo social§, quando a mem車ria permite aos sujeitos assumir o seu lugar na rede das rela  es sociais inscritas no contexto, envolvendo recorda  es coletivas desse grupo de sujeitos: cuja mem車ria permite compreender o processo de constitui  o e op  o pelo Magist谷rio, principalmente o aspecto da forma  o para ser professor(a). A pesquisa, de natureza qualitativa, utiliza a metodologia da Hist車ria Oral, valendo-se de entrevistas semiestruturadas, al谷m da an芍lise documental. O referencial te車rico sustenta-se na perspectiva da Hist車ria Cultural. A an芍lise enfatiza a dimens o das mem車rias na constitui  o docente em classes multisseriadas e sua rela  o com a representa  o docente enquanto pr芍tica cultural. Destaca-se, no conjunto de an芍lise, as estrat谷gias constru赤das no processo de escolariza  o, a realiza  o de cursos supletivos, as formas de ingresso no magist谷rio p迆blico municipal e a forma  o em servi o. Constata-se que, mesmo 角 margem da cidade, os professores rurais, em Novo Hamburgo/RS, inventaram formas criativas para continuar seu processo formativo e de atualiza  o constante.This study deals with the history of rural education in the period from 1940 to 2009, from the memory of ten teachers who worked in multigrade classes in the public educational system in Lomba Grande, a region in the city of Novo Hamburgo/RS, Brazil. Memories are analyzed from the perspective of "social time", when memory allows individuals to take their places in the network of social relations that are part of this context, involving collective memories of thisgroup of subjects, whose memory allows us to understand the process ofincorporation and choice of teaching, especially the aspect of training to become a teacher. The research is qualitative and uses the methodology of Oral History, with semi-structured interviews and documentary analysis. The theoretical framework rests on the perspective of Cultural History. The analysis emphasizes the size of memory in constituting teaching in multigrade classes and their relation to the representation of teaching as a cultural practice. In the set of analysis, strategies constructed in the schooling process, the conduction of supplementary courses, forms of entry into the municipal public teaching service and in-service training are highlighted.
%K Forma  o de Professores
%K Trajet車ria docente
%K Classes Multisseriadas
%K Teacher Education
%K Teaching trajectory
%K Multigrade Classes
%U http://www.reveduc.ufscar.br/index.php/reveduc/article/viewFile/303/191