Formação Continuada e Qualificação Profissional dos professores de Sobral – CE : múltiplos olhares
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2012
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Esta pesquisa tem como objetivo analisar como a formação continuada contribui para a
qualificação profissional dos professores a partir do olhar dos docentes, alunos e gestores.
Buscamos o respaldo teórico dos autores como Nóvoa (2007), Tardif (2002), Pimenta
(2000) e os saberes sociológicos e filosóficos de Santos (2007). A pesquisa empírica foi desenvolvida através de questionários com os diferentes segmentos da escola e análise documental referente às políticas de formação continuada dos professores adotadas pela
Secretaria de Educação do Ceará. A análise dos dados buscou compreender como a formação continuada influenciou a competência docente. Os dados obtidos revelam que as propostas dos cursos de formação continuada do professor, adotadas nas escolas estaduais
de Sobral-CE, embora defenda a profissionalização docente, na realidade ainda não
contemplam práticas que valorizam os diferentes saberes produzidos na prática do
professor e não promovem capacidade reflexiva capaz de contribuir de forma ativa e transformadora nos projetos pedagógicos, entendendo e atendendo a demanda escolar. A análise dos resultados da pesquisa evidencia a importância da parceria entre as instituições
de ensino. No entanto essa parceria precisa reconhecer e valorizar culturas existentes entre
a prática pedagógica e o conhecimento científico elaborado socialmente.
This research aims to analyze how the continuing training contributes to the professional qualifications of the teacher by the view of teachers, students and managers. We seek the theoretical backing of authors Nóvoa (2007), Tardif (2002), Pimenta (2000) and the knowledge of sociological and philosophical Santos (2007). The empirical research was developed through questionnaires with the different segments of the documentary analysis and school policies concerning continued training of teachers adopted by the Secretaria de Educação do Ceará. The analysis of the data sought to understand how the competence of teachers was influenced by the continuing training of them. The data showed that although the proposals of teacher's continuing education courses, adopted in the State schools of Sobral-CE defends the teaching professionalization, they have not contemplated practice who value the different knowledge produced in the practice of teaching and also have not promoted reflective capacity able to contribute actively and transformative in pedagogical projects, understanding and meeting the demand yet. Analysis of the results of the survey highlights the importance of partnership between education institutions. However this partnership needs to recognize and enhance existing cultures between the pedagogical practice and scientific knowledge which are produced socially.
This research aims to analyze how the continuing training contributes to the professional qualifications of the teacher by the view of teachers, students and managers. We seek the theoretical backing of authors Nóvoa (2007), Tardif (2002), Pimenta (2000) and the knowledge of sociological and philosophical Santos (2007). The empirical research was developed through questionnaires with the different segments of the documentary analysis and school policies concerning continued training of teachers adopted by the Secretaria de Educação do Ceará. The analysis of the data sought to understand how the competence of teachers was influenced by the continuing training of them. The data showed that although the proposals of teacher's continuing education courses, adopted in the State schools of Sobral-CE defends the teaching professionalization, they have not contemplated practice who value the different knowledge produced in the practice of teaching and also have not promoted reflective capacity able to contribute actively and transformative in pedagogical projects, understanding and meeting the demand yet. Analysis of the results of the survey highlights the importance of partnership between education institutions. However this partnership needs to recognize and enhance existing cultures between the pedagogical practice and scientific knowledge which are produced socially.
Descrição
Orientação: Adriana Campani ; co-orientação: António Teodoro
Palavras-chave
EDUCAÇÃO, EDUCATION, FORMAÇÃO CONTÍNUA, DOCÊNCIA, TEACHING, PROFESSORES, TEACHERS, CONTINUING EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, QUALIFICAÇÃO PROFISSIONAL, PROFESSIONAL CERTIFICATION, BRASIL, BRAZIL