Formação inicial em serviço: análise do programa da URCA na percepção dos professores – alunos
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2008
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O presente trabalho tem o objetivo de analisar a percepção dos egressos do Curso de
Licenciatura Plena da URCA, sob os impactos da formação inicial em serviço, na prática
docente. Encontramos na abordagem qualitativa a metodologia adequada para alcançar
nossos objetivos e responder às questões levantadas. Portanto, a pesquisa qualitativa
possibilitará compreender e interpretar o objeto em estudo, com base na perspectiva dos
sujeitos envolvidos. Escolhemos como amostra o universo de 09 professores da rede
municipal de Crato, egressos do programa de formação em serviço da URCA, que
desenvolvem suas atividades profissionais no campo e na cidade, com experiências de vida
diferenciada, professores em efetiva regência de classe. Como instrumento de coleta de
dados, utilizamos entrevista parcialmente estruturada. Os resultados alcançados levam-nos
a perceber que o Curso de Licenciatura Plena da URCA significou uma oportunidade para
elevar o nível de formação e melhorar a atuação profissional dos professores. As
motivações para a realização do curso estão relacionadas à atual legislação, que estabelece
um prazo para que todo professor da Educação Básica, exceto educação infantil, tenha
curso superior. A duração de apenas dois anos foi colocada como fator de insatisfação,
tendo algumas áreas conteúdos fragmentados e aligeirados, acompanhados de um
distanciamento entre formação e a realidade da escola. Embora o projeto do curso ressalte
a relação teoria e prática, os professores investigados não perceberam-na no decorrer do
curso. O pouco tempo dedicado ao estudo foi apontado como dificuldade para o
aprofundamento dos conteúdos. Os resultados revelam que o Programa de Licenciatura
Plena da URCA significou uma oportunidade para que os professores elevassem o nível de
formação. No entanto, precisa ser revisto, no sentido de promover uma sólida formação
teórica e a reflexão da prática docente na perspectiva da ação refletida e transformadora
mediada pelo conhecimento.
The present work has the objective of analyzing the perception of teachers which accomplished the Course of Full Degree of URCA about the impacts of the initial formation in service in the teaching practice. We found the qualitative approach the appropriate methodology to reach our objectives and answer the questions we had. Therefore, a qualitative research will allow us to understand and interpret the object under study, based on the perspective of the involved subjects. We chose as sample a universe of nine teachers of the municipal schools of Crato, returning from the program of formation in service of URCA, that develop their professional activities in town and in the countryside, with differentiated experiences of life, teachers in effective work in class. As instrument for data collection, we used semi-structured interviews. The results obtained lead us to notice that the Course of Full Degree of URCA meant an opportunity to raise the level of formation and improve the professional action of the teachers. The motivations for enrolling in the course are related to the present legislation, that establishes a period for the teacher of Basic Education, except children education, to have a superior course. The length of only two years was pointed as a factor of dissatisfaction, some areas having fragmented and hurried contents, also with a gap between formation and school reality. Although the project of the course enhances the theory and practice relation, teachers under investigation did not notice it during the course. Little time dedicated to study was mentioned as a difficulty for going deeper in the contents. Results revealed that the Program of Full Degree of URCA meant an opportunity for the teachers to raise the level of formation. Nonetheless, it needs to be revised in order to promote a solid theoretical formation as well as the reflection in the teacher practice in the perspective of the reflecting and transforming action mediated by knowledge.
The present work has the objective of analyzing the perception of teachers which accomplished the Course of Full Degree of URCA about the impacts of the initial formation in service in the teaching practice. We found the qualitative approach the appropriate methodology to reach our objectives and answer the questions we had. Therefore, a qualitative research will allow us to understand and interpret the object under study, based on the perspective of the involved subjects. We chose as sample a universe of nine teachers of the municipal schools of Crato, returning from the program of formation in service of URCA, that develop their professional activities in town and in the countryside, with differentiated experiences of life, teachers in effective work in class. As instrument for data collection, we used semi-structured interviews. The results obtained lead us to notice that the Course of Full Degree of URCA meant an opportunity to raise the level of formation and improve the professional action of the teachers. The motivations for enrolling in the course are related to the present legislation, that establishes a period for the teacher of Basic Education, except children education, to have a superior course. The length of only two years was pointed as a factor of dissatisfaction, some areas having fragmented and hurried contents, also with a gap between formation and school reality. Although the project of the course enhances the theory and practice relation, teachers under investigation did not notice it during the course. Little time dedicated to study was mentioned as a difficulty for going deeper in the contents. Results revealed that the Program of Full Degree of URCA meant an opportunity for the teachers to raise the level of formation. Nonetheless, it needs to be revised in order to promote a solid theoretical formation as well as the reflection in the teacher practice in the perspective of the reflecting and transforming action mediated by knowledge.
Descrição
Orientação: António Teodoro
Palavras-chave
POLÍTICA EDUCATIVA, PRÁTICAS PROFISSIONAIS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, PROFESSORES, EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, PRÁTICAS PEDAGÓGICAS, EDUCATIONAL POLICY, PROFESSIONAL PRACTICES, TEACHERS, EDUCATION, TEACHERS EDUCATION, PEDAGOGICAL PRACTICES