A gestão do projeto de formação continuada do centro de apoio pedagógico à pessoa com deficiência visual do Amapá
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2018
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A pesquisa tem como objetivos analisar a Gestão dos Cursos de Formação Continuada para
Professores no CAP-DV/AP, da mesma forma verificar como a gestão administrativa,
pedagógica e financeira da instituição influencia na realização dos cursos, bem como
investigar quais fatores interferem no nível de participação dos professores nos cursos, e
identificar as principais dificuldades enfrentadas pela gestão para efetivação dos cursos.
Tendo como objeto de estudo a gestão do projeto de formação continuada para professores no
Centro de Apoio Pedagógico ás Pessoas com Deficiência Visual do Amapá. A metodologia
apresentou uma abordagem qualitativa. Desse modo, foi feito um Estudo de Caso, com
pesquisa bibliográfica, documental, eletrônica. Aplicou-se questionários ao diretor, a
coordenadora dos cursos, e aos professores formadores. Quanto à entrevista teve como
interlocutora a secretária da Unidade Descentralizada de Execução (UDE) do CAP-DV/AP.
As análises indicaram que os cursos de formação continuada são planejados, sob uma gestão
participativa envolvendo toda a equipe de professores formadores, porém, os entraves para
execução dos cursos definem-se pelo baixo nível de participação dos professores do
Atendimento Educacional Especializado das escolas, e pela a falta de financiamento para a
execução do projeto. Conclui-se que o CAP-DV/AP está submetido ao modelo de gestão da
Secretaria de Estado da Educação, enfrenta limitações no desempenho da gestão
administrativa, pedagógica e financeira, não consegue articular a efetivação da participação
dos professores nos cursos, e nem financiamento para execução do Projeto de Formação
Continuada, então precisa buscar conhecimentos técnicos e se empenhar em alcançar
autonomia.
The research aims to analyze the Management of Continuing Teacher Training Courses in the CAP-DV / AP, in the same way to verify how the administrative, pedagogical and financial management of the institution influences the performance of the courses, as well as to investigate which factors interfere in the level of the teachers' participation in the courses, and to identify the main difficulties faced by the management to carry out the courses. The objective of this study was the management of the continuing education project for teachers at the Pedagogic Support Center for the Visually Impaired People of Amapá. The methodology presented a qualitative approach. Thus, a Case Study was done with bibliographical, documentary, and electronic research. Questionnaires were applied to the director, the coordinator of the courses, and the training teachers. Regarding the interview, the secretary of the Decentralized Execution Unit (UDE) of the CAP-DV / PA was the speaker. The analyzes indicated that continuing education courses are planned under a participative management involving the whole team of teacher trainers; however, the obstacles to the execution of the courses are defined by the low level of participation of the teachers of the Specialized Educational Attendance of the schools, and due to the lack of financing for the execution of the project. It is concluded that the CAP-DV / AP is subject to the management model of the State Secretariat of Education, faces limitations in administrative, pedagogical and financial management performance, fails to articulate the effectiveness of teacher participation in the courses, and neither financing to carry out the Continuous Training Project, then it must seek technical knowledge and strive for autonomy.
The research aims to analyze the Management of Continuing Teacher Training Courses in the CAP-DV / AP, in the same way to verify how the administrative, pedagogical and financial management of the institution influences the performance of the courses, as well as to investigate which factors interfere in the level of the teachers' participation in the courses, and to identify the main difficulties faced by the management to carry out the courses. The objective of this study was the management of the continuing education project for teachers at the Pedagogic Support Center for the Visually Impaired People of Amapá. The methodology presented a qualitative approach. Thus, a Case Study was done with bibliographical, documentary, and electronic research. Questionnaires were applied to the director, the coordinator of the courses, and the training teachers. Regarding the interview, the secretary of the Decentralized Execution Unit (UDE) of the CAP-DV / PA was the speaker. The analyzes indicated that continuing education courses are planned under a participative management involving the whole team of teacher trainers; however, the obstacles to the execution of the courses are defined by the low level of participation of the teachers of the Specialized Educational Attendance of the schools, and due to the lack of financing for the execution of the project. It is concluded that the CAP-DV / AP is subject to the management model of the State Secretariat of Education, faces limitations in administrative, pedagogical and financial management performance, fails to articulate the effectiveness of teacher participation in the courses, and neither financing to carry out the Continuous Training Project, then it must seek technical knowledge and strive for autonomy.
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Orientação: António Augusto Teixeira Costa
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MESTRADO EM GESTÃO DE EMPRESAS, GESTÃO, GESTÃO DE EMPRESAS, EDUCAÇÃO ESPECIAL, FORMAÇÃO CONTÍNUA, PROFESSORES, BRASIL, MANAGEMENT, BUSINESS MANAGEMENT, SPECIAL EDUCATION, CONTINUING EDUCATION, TEACHERS, BRAZIL