Formação continuada e mudanças nas concepções e práticas de professores da EJA
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2013
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No contexto da sociedade atual, há um consenso sobre o papel preponderante que os professores são convocados a desempenhar, na construção de um novo paradigma educacional. Essa nova forma de compreender a educação exige dos professores processos de mudanças, na formação inicial e continuada, objetivando uma elevação do nível de qualidade da educação. Assim sendo, torna-se necessário que os professores compreendam os fenômenos que mediam o processo ensino-aprendizagem na educação de jovens e adultos, tomando como referência o processo da formação continuada, estabelecendo articulação entre teoria e prática, desvendando possibilidades de inovações para o trabalho docente com estudantes da EJA. Nesta ótica, o suporte teórico defendido por Freire (1996), Granville (2006), Imbernón (2009), Perrenoud (2002), Tardif (2010), entre outros, permitiu identificar a necessidade de redimensionamento, nas concepções e práticas desses professores. Todavia, para alcançá-las, a formação continuada deverá assumir o formato de estudos sistemáticos e coletivos, para distanciar-se da mera aplicação de técnicas e reprodução mecânica de saberes. A orientação metodológica consistiu numa pesquisa de abordagem mista, qualitativa e quantitativa. Na coleta de dados, com base em inquéritos por questionário, as respostas originaram categorias de análise, formalizando os resultados da pesquisa. Conclui-se que os professores da EJA percebem a importância da formação continuada para a mudança de concepções e práticas. Contudo, é necessário aprofundar o envolvimento desses professores nas formações da EJA, de forma a contribuir para a transformação das práticas e o desenvolvimento profissional.
In the context of the current society, there is a consensus on the key role that teachers are invited to play in the construction of a new educational paradigm. This new way of understanding the education requires teachers change processes in initial and continuing training, aiming to increase the level of quality of education. Thus, it is necessary for teachers located and understand the phenomena that measured the teaching-learning process in the education of young people and adults, taking as reference the process of continuing education, establishing links between theory and practice, unveiling possibilities of innovations for the teaching work with students of EJA. In this perspective, the theoretical support defended by Freire (1996), Granville (2006), Imbernon (2009), Perrenoud (2002), Tardif (2010), among others, have identified the need for resizing in the conceptions and practices of the teachers. However to reach them, continued training should take the format of systematic studies and collective, to distance themselves from the mere application of technical and mechanical reproduction of knowledge. The methodological guidance consisted of a exploratory research of qualitative and quantitative approach, whose data was collected using questionnaires. The responses originated categories of analysis, formalizing the search results. We can conclude that EJA teachers assume the importance of continuing education for the changing of conception sand practices. However, it is necessary to deepen teachers involvement in adult education courses, in order to contribute to the transformation of practices and professional development.
In the context of the current society, there is a consensus on the key role that teachers are invited to play in the construction of a new educational paradigm. This new way of understanding the education requires teachers change processes in initial and continuing training, aiming to increase the level of quality of education. Thus, it is necessary for teachers located and understand the phenomena that measured the teaching-learning process in the education of young people and adults, taking as reference the process of continuing education, establishing links between theory and practice, unveiling possibilities of innovations for the teaching work with students of EJA. In this perspective, the theoretical support defended by Freire (1996), Granville (2006), Imbernon (2009), Perrenoud (2002), Tardif (2010), among others, have identified the need for resizing in the conceptions and practices of the teachers. However to reach them, continued training should take the format of systematic studies and collective, to distance themselves from the mere application of technical and mechanical reproduction of knowledge. The methodological guidance consisted of a exploratory research of qualitative and quantitative approach, whose data was collected using questionnaires. The responses originated categories of analysis, formalizing the search results. We can conclude that EJA teachers assume the importance of continuing education for the changing of conception sand practices. However, it is necessary to deepen teachers involvement in adult education courses, in order to contribute to the transformation of practices and professional development.
Descrição
Orientação: Severina Gomes Pereira ; co-orientação: Isabel Maria Pereira Pinto
Palavras-chave
EDUCAÇÃO, EDUCATION, FORMAÇÃO CONTÍNUA, CONTINUING EDUCATION, EDUCAÇÃO DE ADULTOS, ADULT EDUCATION, EDUCAÇÃO DE JOVENS, YOUTH EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO