O quotidiano da sala de aula: análise das concepções dos professores acerca da relevância dos saberes da formação continuada do munícipio de Paulista
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2017
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O presente estudo está voltado para as concepções dos professores, acerca da construção dos saberes nas formações continuadas e sua relevância no cotidiano na sala de aula. A formação continuada desenvolvida com aos professores do 1º ao 5º anos do Ensino Fundamental através Prefeitura Municipal do Paulista. Dentro de suas políticas públicas educacionais, coube à Secretaria de Educação a execução e a dinamização da formação com os professores que foram divididos em dois grupos. O primeiro, a formação dos professores do PNAIC (Pacto Nacional de Alfabetização na Idade Certa), docentes do 1º ao 3º anos e a formação dos professores do 4º e 5º anos. Ainda foi dividido por turma de 30 (trinta) participantes de acordo com a turma dos seus alunos. Os formadores responsáveis pelas orientações dos estudos nas formações, eram os professores que compõe a equipe técnica do ensino da Secretaria de Educação. Eles receberam formação através UFPE. A pesquisa seguiu na abordagem quantitativa e qualitativa cujos procedimentos utilizados, foram observação, questionários e entrevistas. As categorias teóricas eleitas foram: Formação Continuada, Políticas Públicas; Prática Pedagógica e Saberes Docente. Nóvoa (1992); Tardif (2002); Imbernón (2010); Pimenta (1997 e 2002); Freire (1997 e 2000); Machado (2006) e Zabala (1998) entre outros deram o suporte teórico à esta investigação. A pesquisa foi conduzida com a aplicação do questionário a 120 professores sendo 90 (noventa) participantes das formações do PNAIC e 30 (trinta) professores de 4º e 5º anos da formação foi orientada pela Equipe Técnica de Ensino. Realizamos entrevista com 09 (nove) professores, sendo 05 (cinco) formadores, 02 (dois) gestores e 02 (dois) professores regentes (1º e 3º anos) participantes das formações. A análise dos dados quantitativos realizada por meio do programa SPSS, versão 18 e a análise dos dados qualitativos orientada pela análise de discurso (AD). A pesquisa aponta que entre as concepções dos professores acerca dos saberes recebidos na formação continuada, a demanda dos professores se volta também para a necessidade dos supervisores receberem estas formações. Para eles seria importante, que os supervisores fossem inseridos nas formações, assim, como os gestores, pois, haveria um elo entre a formação, a sala de aula e a escola, podendo, a gestão local, acompanhar os procedimentos metodológicos, possibilitando a participação social da escola na apropriação do conhecimento. Reflexões coletiva na prática pedagógica abriria espaço para novos questionamentos, criando ações que ajudassem os professores a partir das necessidades e dos desafios do cotidiano escolar.
The present study is focused on teachers' conceptions about the construction of knowledge in continuing education and its relevance in everyday life in the classroom. Continuing education developed with teachers from 1st to 5th years of elementary school through Paulista City Hall. Within its public educational policies, the Education Department was responsible for the implementation and dynamization of training with teachers who were divided into two groups. The first was the training of PNAIC teachers (National Literacy Pact in the Right Age), teachers from 1st to 3rd years and the training of teachers from the 4th and 5th years. It was still divided by a group of 30 (thirty) participants according to the class of their students. The trainers responsible for the orientation of the studies in the formations, were the teachers that make up the technical team of the education of the Secretary of Education. They received training through UFPE. The research followed in the quantitative and qualitative approach whose procedures used were observation, questionnaires and interviews. The chosen theoretical categories were: Continuing Education, Public Policies; Pedagogical Practice and Teaching Knowledge. Nóvoa (1992); Tardif (2002); Imbernón (2010); Pimenta (1997 and 2002); Freire (1997 and 2000); Machado (2006) and Zabala (1998) among others gave theoretical support to this investigation. The research was conducted with the application of the questionnaire to 120 teachers being 90 (ninety) participants of the PNAIC formations and 30 (thirty) teachers of the 4th and 5th years of the training was guided by the Technical Team of Teaching. We interviewed 09 (nine) teachers, with 05 (five) trainers, 02 (two) managers and 02 (two) regent teachers (1st and 3rd years) participants in the training. Quantitative data analysis was performed using the SPSS program, version 18 and analysis of qualitative data guided by discourse analysis (AD). The research points out that among the teachers 'conceptions about the knowledge received in continuing education, teachers' demands also turn to the need for supervisors to receive these training. For them, it would be important for supervisors to be included in the formations, so as managers, therefore, there would be a link between the training, the classroom and the school, and the local management could follow the methodological procedures, enabling participation the school in the appropriation of knowledge. Collective reflections in pedagogical practice would open space for new questions, creating actions that would help teachers from the needs and challenges of everyday school life.
The present study is focused on teachers' conceptions about the construction of knowledge in continuing education and its relevance in everyday life in the classroom. Continuing education developed with teachers from 1st to 5th years of elementary school through Paulista City Hall. Within its public educational policies, the Education Department was responsible for the implementation and dynamization of training with teachers who were divided into two groups. The first was the training of PNAIC teachers (National Literacy Pact in the Right Age), teachers from 1st to 3rd years and the training of teachers from the 4th and 5th years. It was still divided by a group of 30 (thirty) participants according to the class of their students. The trainers responsible for the orientation of the studies in the formations, were the teachers that make up the technical team of the education of the Secretary of Education. They received training through UFPE. The research followed in the quantitative and qualitative approach whose procedures used were observation, questionnaires and interviews. The chosen theoretical categories were: Continuing Education, Public Policies; Pedagogical Practice and Teaching Knowledge. Nóvoa (1992); Tardif (2002); Imbernón (2010); Pimenta (1997 and 2002); Freire (1997 and 2000); Machado (2006) and Zabala (1998) among others gave theoretical support to this investigation. The research was conducted with the application of the questionnaire to 120 teachers being 90 (ninety) participants of the PNAIC formations and 30 (thirty) teachers of the 4th and 5th years of the training was guided by the Technical Team of Teaching. We interviewed 09 (nine) teachers, with 05 (five) trainers, 02 (two) managers and 02 (two) regent teachers (1st and 3rd years) participants in the training. Quantitative data analysis was performed using the SPSS program, version 18 and analysis of qualitative data guided by discourse analysis (AD). The research points out that among the teachers 'conceptions about the knowledge received in continuing education, teachers' demands also turn to the need for supervisors to receive these training. For them, it would be important for supervisors to be included in the formations, so as managers, therefore, there would be a link between the training, the classroom and the school, and the local management could follow the methodological procedures, enabling participation the school in the appropriation of knowledge. Collective reflections in pedagogical practice would open space for new questions, creating actions that would help teachers from the needs and challenges of everyday school life.
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Orientação: Maria Eduarda Margarido Pires; co-orientação: Maria das Graças Andrade Ataíde de Almeida
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ADMINISTRAÇÃO ESCOLAR, EDUCAÇÃO, POLÍTICA PÚBLICA, FORMAÇÃO CONTÍNUA, GESTÃO ESCOLAR, ESTUDOS DE CASO, PRÁTICAS PEDAGÓGICAS, DOCÊNCIA, BRASIL, EDUCATION, PUBLIC POLICY, CONTINUING EDUCATION, EDUCATIONAL MANAGEMENT, CASE STUDIES, PEDAGOGICAL PRACTICES, TEACHING, BRAZIL