Navegando por Autor "BARROS, Maria Elizabeth Barros de"

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    A questão da formação a partir de ‘Proust e os signos’ – o acaso do encontro e a necessidade do pensamento
    (2018) DIAS, Rosimeri de Oliveira; BARROS, Maria Elizabeth Barros de; RODRIGUES, Heliana Conde de Barros
    The article starting point is a project of inventive formation supported by the work of Gilles Deleuze. This characteristic allows the project to differ from other approaches, recognitive and Knowledge creation, bringing it closer to the theme of invention. To strengthen this mode of thought and action, Proust and signs, Deleuze's book, is brought to focus, emphasizing the correlation between encounter, sign and thought. Narratives and experts of journals from participants of the project are presented in anattempt to connect the chance of the encounter (that force us to think) and the need of thought (that only happens when forced). The effective link between university and basic education is also emphasized, in the light of problematizing perspectives of teachers formation, indispensable on the present, a time of ‘escola sem...'.
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    Biografemas infames – rastros de vidas docentes
    (2023) BARROS, Maria Elizabeth Barros de; RODRIGUES, Heliana Barros Conde
    Este artigo apresenta uma pesquisa com docentes de redes públicas de ensino da Região Sudeste do Brasil, tendo a docência como objeto de análise. Dessa forma, objetivou-se pensar modos de fazer educação por meio do método biografemático, inspirado na formulação de Roland Barthes sobre biografemas. Foram realizadas entrevistas remotas e os relatos indicam a relevância de narrar histórias, colocando-as em diálogo para repensar práticas docentes. O ato de narrar favorece o ato de pensar e, ao exercitar o pensamento, força a experiência a se recriar, reposicionando os docentes em suas práticas e possibilitando, assim, a invenção de outros modos de ser ensinante.
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    Formação de trabalhadores da educação: pressupostos ético-epistemológicos
    (2021) BARROS, Maria Elizabeth Barros de; MUNIZ, Helder Pordeus
    The article debates the experience of a training program carried out in a municipality in the Southeast region of Brazil in the field of Public Education. The program glimpsed formative processes in and for work aiming at implanting a Workers' Health Committees in Schools. The Ethical-epistemological presuppositions were Ergology, formulated by Yves Schwartz, the concept of health by Georges Canguilhem and the Pedagogy of Alternation as a structuring method of the formative process. It intended to combine training-research-intervention, highlighting the experience of workers in schools. The experience has shown the importance of developing research methodologies that highlight the knowledge produced by workers.