Contribuição da formação contínua para uma prática reflexiva – o que pensam os professores
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Data
2015
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O estudo partiu da relevância do tema da reflexão docente no pensamento pedagógico mais recente e do pressuposto de que a formação contínua contribui para uma prática reflexiva e que a mesma é potencializadora tanto de revisões e mudanças qualitativas na prática pedagógica quanto no perfil profissional do docente. Diante das transformações ocorridas no mundo contemporâneo, a formação do professor reflexivo aparece como contributo a formação contínua e começa a aparecer nas práticas pedagógicas, ainda que timidamente. A observação da prática pedagógica de professores no cotidiano mostraram as insatisfações dos professores quanto à ausência de práticas reflexivas no processo ensino-aprendizagem além de muitos questionamentos sobre as condições de trabalho e as exigências a que são submetidos nos dias atuais, entre outras questões que demandam considerações mais elaboradas como a dicotomia entre a teoria e a prática. Utilizamos um estudo de caso, com uma abordagem qualitativa utilizando-se a técnica de análise de conteúdo de Bardin (2002) cujo objetivo é analisar o papel da Formação Contínua na prática reflexiva de professores de uma escola pública estadual do Estado da Paraíba. Outro aspecto relevante dessa pesquisa é contribuir para novas discussões sobre a identidade do professor como sujeito crítico reflexivo, que confere qualidade à profissão docente. Concluímos que a maioria dos participantes dessa pesquisa é do sexo feminino, têm mais de 41 anos e contrato de prestação de serviço [não efetivos do quadro de professores do Estado]. Afirmam ainda que não existem Formações Contínuas frequentes na escola, mas que participam com entusiasmo por considerarem importante para a melhoria do trabalho na escola, crescimento profissional, atualização e interação profissional com os pares.
This work was based on the relevance of the teaching reflection theme in the latest pedagogical thinking and the assumption that continuous training contributes to reflective practice, which are both potentiating reviews and qualitative changes in teaching practice and in the professional teaching profile. Given the changes occurring in the contemporary world, the teacher reflective education appears in the continuous training and begins to appear, even shyly, in the pedagogical practices. The daily observation of the teacher’s pedagogical practice showed their dissatisfaction in the lack of reflective practices in the teaching-learning process, besides the number of questions about the working conditions and the demands they are subjected today, among other issues that require more elaborative consideration as the dichotomy between theory and practice. In this work we used the Bardin content analysis technique (2002) in one study case with a qualitative approach, aiming to examine the role of Continuous Education in the reflective practice of teachers of a public school in the state of Paraiba. Another important aspect of this work is to contribute to further discussion on the teacher’s identity as reflective critical subject, which gives quality to the teaching process. It is possible to conclude that great part of the participants of this research is female, have over 41 years old and with provision of services contract. They also claim the absence of frequent Continuous Education in school, however when it happens, they participate with enthusiasm because they consider important to the improvement of work in school, professional development, updating and professional interaction.
This work was based on the relevance of the teaching reflection theme in the latest pedagogical thinking and the assumption that continuous training contributes to reflective practice, which are both potentiating reviews and qualitative changes in teaching practice and in the professional teaching profile. Given the changes occurring in the contemporary world, the teacher reflective education appears in the continuous training and begins to appear, even shyly, in the pedagogical practices. The daily observation of the teacher’s pedagogical practice showed their dissatisfaction in the lack of reflective practices in the teaching-learning process, besides the number of questions about the working conditions and the demands they are subjected today, among other issues that require more elaborative consideration as the dichotomy between theory and practice. In this work we used the Bardin content analysis technique (2002) in one study case with a qualitative approach, aiming to examine the role of Continuous Education in the reflective practice of teachers of a public school in the state of Paraiba. Another important aspect of this work is to contribute to further discussion on the teacher’s identity as reflective critical subject, which gives quality to the teaching process. It is possible to conclude that great part of the participants of this research is female, have over 41 years old and with provision of services contract. They also claim the absence of frequent Continuous Education in school, however when it happens, they participate with enthusiasm because they consider important to the improvement of work in school, professional development, updating and professional interaction.
Descrição
Orientação: Leonardo Rocha
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, FORMAÇÃO CONTÍNUA, PRÁTICAS PEDAGÓGICAS, PROFESSORES, PENSAMENTO EDUCATIVO, BRASIL, EDUCATION, TEACHERS EDUCATION, CONTINUING EDUCATION, PEDAGOGICAL PRACTICES, TEACHERS, EDUCATIONAL THOUGHT, BRAZIL