Olhares docentes sobre a formação continuada e a atuação profissional em Euclides da Cunha-Bahia: um estudo sobre o programa rede UNEB 2000
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Data
2009
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Resumo
O objetivo deste estudo foi analisar as contribui ções do Programa Rede UNEB 2000 como
uma política de formação de professores no município de Euclides da Cunha (Bahia). Para
tanto, analisou-se o movimento que vem ocorrendo nos últimos anos em que a educação
escolar passou a ser o centro das atenções e do s discursos de governos, e o professor
destacado como ator principal das mudanças nas escolas. A questão central pesquisada foi:
Quais as contribuições do Programa Rede UNEB 2000 para a formação e atuação docente na
visão dos professores participantes dos processos de formação? Com base na aplicação de
questionários que foram respondidos pelos professores -alunos do curso de Pedagogia do
Programa Rede UNEB 2000; de entrevista realizada com o coordenador do Programa e da
análise de documentos concluiu -se que as maiores contribuições do curso, segundo os
professores, se situam no aspecto da formação e prática profissional, com ênfase nos métodos
e técnicas de ensino como elementos de inovação pedagógica; as menores contribuições se
direcionam para os aspectos da profissionalização; do conhecimento educacional sobre a
realidade municipal e para o uso das novas tecnologias, reforçando o que tradicionalmente é
enfatizado nos cursos de formação de professores no Brasil.
The aim of the present study is to analyze contributions of the UNEB 2000 Network Program as a policy for training teachers in the municipality of Euclides da Cunha (Bahia). Our starting point was to analyze what has been taking place in the last few years in which schooling became the centre of attention and of government discourses, and the teacher looked on as being the central figure in the change that schools were undergoing. The central issue of our research was: What contributions did the UNEB 2000 Network Program provide for training and actual teaching, from the point of view of the teachers who participated, towards overall schooling? Based upon the answers teacher-students of the Pedagogy course of the UNEB 2000 Network Program provided in a questionnaire handed out to each of them; of an interview conducted by the coordinator of the Program and of document analysis we concluded that the major contributions of the course, according to the teachers, can be found in teaching and practical exercising of the profession, with emphasis on methods and techniques of innovative teaching and, still according to the teachers, th ey placed as minor continuous training; useful knowledge of the municipality’s reality and its capacity for using technology which, by tradition, is highlighted in teacher -training courses in Brazil.
The aim of the present study is to analyze contributions of the UNEB 2000 Network Program as a policy for training teachers in the municipality of Euclides da Cunha (Bahia). Our starting point was to analyze what has been taking place in the last few years in which schooling became the centre of attention and of government discourses, and the teacher looked on as being the central figure in the change that schools were undergoing. The central issue of our research was: What contributions did the UNEB 2000 Network Program provide for training and actual teaching, from the point of view of the teachers who participated, towards overall schooling? Based upon the answers teacher-students of the Pedagogy course of the UNEB 2000 Network Program provided in a questionnaire handed out to each of them; of an interview conducted by the coordinator of the Program and of document analysis we concluded that the major contributions of the course, according to the teachers, can be found in teaching and practical exercising of the profession, with emphasis on methods and techniques of innovative teaching and, still according to the teachers, th ey placed as minor continuous training; useful knowledge of the municipality’s reality and its capacity for using technology which, by tradition, is highlighted in teacher -training courses in Brazil.
Descrição
Orientação: Rosilda Arruda Ferreira ;
co-orientação: Antônio Teodoro
Palavras-chave
FORMAÇÃO DE PROFESSORES, PRÁTICAS PEDAGÓGICAS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, ENSINO, TEACHING, POLÍTICA EDUCATIVA, EDUCATIONAL POLICY, ENSINO PÚBLICO, PUBLIC EDUCATION, FORMAÇÃO CONTÍNUA, CONTINUING EDUCATION, TEACHERS EDUCATION, PEDAGOGICAL PRACTICES