Formação continuada no município do Ipojuca : a opinião de professores de língua portuguesa sobre a formação oferecida e a sua relação com a prática
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2015
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A presente pesquisa tem como objetivo compreender a concepção dos professores de língua portuguesa acerca da Formação Continuada oferecida pelo Município do Ipojuca, e a relação desta formação com a prática pedagógica cotidiana. Para tanto, utilizou-se a abordagem qualitativa orientada pela análise de discurso. O aporte teórico foi elencado por três categorias: formação continuada, práticas pedagógicas e saberes docentes. Esta investigação foi conduzida com 07 professores de língua portuguesa do Ensino Fundamental dos anos finais. Constatamos que as concepções dos professores sobre a formação continuada representam para o processo de aprendizagem um forte instrumento de aprimoramento constante, possibilitando um novo olhar sobre a prática pedagógica numa perspectiva inovadora onde os saberes são reconstruídos proporcionando grandes momentos de reflexão e atualização significativa para mudança de paradigmas. Em contrapartida foi também constatado que por vezes o método aplicado na formação continuada, a forma que esta foi conduzida precisa ser reavaliada. Existe ainda uma preocupação dos profissionais entrevistados sobre a relação entre a teoria e prática pedagógica, sendo sugerido por eles uma reflexão mais direcionada que atenda a necessidade cotidiana em sala de aula. É importante reconhecer que o processo de ensino-aprendizagem eficaz consiste num fundamento teórico bem definido alinhado a uma prática que vise melhor aproveitamento na aprendizagem dos alunos. Isso de acordo com o resultado da pesquisa continua sendo um grande desafio para os docentes. Logo, o presente estudo sinaliza possibilidades e indicações pertinentes para futuras pesquisas.
The current research aims to understand the conception of portuguese teachers regarding the continued education offered by the Ipojuca City, and the relation of this educational system with the everyday pedagogical practice. For this purpose, a qualitative approach was used, guided by discourse analysis. The theoretical contribution was listed in three categories: continued education, pedagogical practices and teaching knowledges. This research was conducted with 07 portuguese teachers of the final years of elementary school. It was noticed that the views of teachers on continued education represent a strong and continuous improvement tool for the learning process, enabling a fresh look upon the pedagogical practice in an innovative perspective, where knowledge is reconstructed, which provides great moments of reflection and significant upgrade for paradigms change. On the other hand, it was also noticed that sometimes the method applied to continued training, the way it was conducted needs to be re-evaluated. There is also a concern of the interviewed professionals about the relation between theory and pedagogical practice, have been suggested by them a more focused reflection that meets the daily needs inside classrooms. It is important to recognize that effective teaching-learning process consists of a well-defined theoretical foundation, aligned to a practice that aims a better use on student’s learning. That, according to the research results, remains a major challenge for teachers. Therefore, the present study indicates possibilities and relevant directions for future researches.
The current research aims to understand the conception of portuguese teachers regarding the continued education offered by the Ipojuca City, and the relation of this educational system with the everyday pedagogical practice. For this purpose, a qualitative approach was used, guided by discourse analysis. The theoretical contribution was listed in three categories: continued education, pedagogical practices and teaching knowledges. This research was conducted with 07 portuguese teachers of the final years of elementary school. It was noticed that the views of teachers on continued education represent a strong and continuous improvement tool for the learning process, enabling a fresh look upon the pedagogical practice in an innovative perspective, where knowledge is reconstructed, which provides great moments of reflection and significant upgrade for paradigms change. On the other hand, it was also noticed that sometimes the method applied to continued training, the way it was conducted needs to be re-evaluated. There is also a concern of the interviewed professionals about the relation between theory and pedagogical practice, have been suggested by them a more focused reflection that meets the daily needs inside classrooms. It is important to recognize that effective teaching-learning process consists of a well-defined theoretical foundation, aligned to a practice that aims a better use on student’s learning. That, according to the research results, remains a major challenge for teachers. Therefore, the present study indicates possibilities and relevant directions for future researches.
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Orientação: Rosa Serradas Duarte
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, FORMAÇÃO CONTÍNUA, CONTINUING EDUCATION, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, PRÁTICAS PEDAGÓGICAS, PEDAGOGICAL PRACTICES, METODOLOGIAS DE ENSINO, TEACHING METHODOLOGIES, BRASIL, BRAZIL