Abstract
The Universidade Federal do Pampa, Rio Grande do Sul, in the year 2014, started to offer the Rural Education Licentiate Course, which organizes its schedule in Alternance, in two complementary times: University Time and Community Time. In view of these two times it was proposed to use the Alternance Notebook as an instrument for recording and reflecting on the experiences and practices that are part of and influence the training process of the graduates. The research presented in this article aims to understand the contributions of the Alternance Notebook for the teacher training of these students. Participants in the investigation were graduates of the eighth semester of the course through a questionnaire that was about their experiences with the Alternance Notebook. The methodological path chosen for the analysis of the questionnaire responses was the Qualitative Textual Analysis that enabled the construction of the metatext "the field in writing flowers". Considering that personal and professional development are interrelated, the reflection provided by writing in these Notebook represents privileged action in the formative process.
Highlights
The Universidade Federal do Pampa, Rio Grande do Sul, in the year 2014, started to offer the Rural Education Licentiate Course, which organizes its schedule in Alternance, in two complementary times: University Time and Community Time
The research presented in this article aims to understand the contributions of the Alternance Notebook for the teacher training of these students
The methodological path chosen for the analysis of the questionnaire responses was the Qualitative Textual Analysis that enabled the construction of the metatext "the field in writing flowers"
Summary
Cadernos de Alternância como instrumento de registro, avaliação e formação de professores. Em virtude desses dois tempos foi proposto o uso do Caderno de Alternância como instrumento de registro e reflexões das experiências e práticas que fazem parte e influenciam o processo formativo dos licenciandos. A investigação apresentada nesse artigo tem como objetivo compreender as contribuições do Caderno de Alternância para a formação docente desses licenciandos. O caminho metodológico escolhido para a análise das respostas do questionário foi o da Análise Textual Qualitativa que possibilitou a construção do metatexto “o campo em flores de escreveres”. This content is licensed under a Creative Commons attribution-type BY. Alternance notebook as instrument of registration, evaluation and teacher training
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