Formação continuada: saberes mobilizados pela sequência didática: o olhar no programa de formação do ensino médio
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2013
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O presente estudo está voltado para os saberes mobilizados pela formação continuada, analisa o Programa de formação continuada para professores do Ensino Médio, em duas regionais no Estado de Pernambuco, idealizado e ofertado pela Secretaria de Estadual de Educação – SEDE, aos professores das dezessete regionais da rede pública estadual. A Gerência de Políticas Educacionais do Ensino Médio – GPEM foi responsável pela idealização, logística, construção, dinâmica, execução, e a orientação instrucional aos professores formadores. A pesquisa seguiu uma abordagem qualitativa e quantitativa cujos procedimentos básicos utilizados foram questionário e entrevista. Tomamos como categorias: formação continuada, saberes e sequência didática. Essas categorias são compreendidas a partir dos estudos de Nóvoa (1992, 1995); Tardif (2002) Imbernón (2010); Schön (2000); Pimenta (1997 e 2002); e Freire (1997 e 2000); Schneuwly e Dolz, (2004); Machado (2006); Zabala (1998), entre outros. Com respeito à formação continuada percebemos como um processo dinâmico que associa uma variedade de possibilidades ao trabalho docente por meio da reflexão no processo de ação-reflexão-ação. Saberes, entendidos como um conjunto de conhecimentos, atitudes e competências necessárias ao exercício da docência. Sequência didática como um conjunto de atividades planejadas, ordenadas, e articuladas que procura favorecer a mudança, a promoção dos estudantes ao domínio dos gêneros e das situações de comunicação. A pesquisa foi conduzida a 128 professores do Ensino Médio, assim distribuídos: 1 questionário aplicados a 120 aos professores cursistas, sendo 60 da Regional Agreste Meridional Garanhuns e 60 da Regional Recife Sul. Foram aplicadas 8 entrevistas, 3 em cada Regional, uma entrevista a professora idealizadora do programa uma a professora coordenadora. A análise dos dados quantitativos foi realizada por meio do programa SPSS, enquanto a análise dos dados qualitativos foi orientada pela análise de discurso. A pesquisa aponta para algumas conclusões no que se refere à importância da formação continuada, aos saberes por ela mobilizada na metodologia sequência didática, tendo em vista, possibilitar reflexões na prática pedagógica ao mesmo tempo em que abre espaço para novos questionamentos, estudos e colaborar para a ressignificação do saber fazer docente a partir das necessidades e desafios do cotidiano escolar.
The present study is turned to know them mobilized by the continued formation, analyse the Program of formation continued for teachers of the Secondary education, in two regional ones in the State of Pernambuco idealized and offered by the General office of State one of Education – BE, to the teachers of the regional seventeen of the public state net. The Management of Education Politics of the Secondary education – GPEM was responsible for the idealization, logistics, construction, dynamic, execution, and the direction instrucional to the forming teachers. The research followed a qualitative and quantitative approach which basic used procedures were a questionnaire and interview. the categories: continued formation, educational sequence. These categories are understood from the studies of Nóvoa (1992, 1995); Tardif (2002) Imbernón (2010); Schön (2000); Pimenta (1997 and 2002); and Freire (1997 and 2000); Schneuwly and Dolz, (2004); were: Machado (2006); Zabala (1998), among. Regar ded continued formation we knowle realize how a dynamic process that associates a variety of means to the teaching work through the reflection in the process of action reflection-action. Knowle-dges understood like a set of knowledges, attitudes and necessary competences to the exercise of the teaching. Educational sequence like a set of planned, organized and articulatd activities, which search to favor the change, the promotion of the students to the of the aswell as the situations of communication. The research was driven to 128 teachers of the Secondary education, distributed: 1 questionnaire applied to 120 teachers learners, being 60 of Regional Rural Meridional Garanhuns and 60 of Regional Recife Sul. 8 interviews were applied, 3 in each Regional one, an interview with the author-teacher of the program and 1witn the coordenator. The analysis of the quantitative data was carried out through the program SPSS, while the analysis of the qualitative data was orientated by the analysis of speech. The inquiry points to some conclusions in what it refers to the importance of the continued formation, to knowledges mobilized in the methodology educational sequence, having in mind, to make possible reflections in pedagogic practice at the same time in which it opens space for new inquiries, studies and to collaborate to make the meaning of the knowledge a teacher from the necessities and challenges of the school daily life.
The present study is turned to know them mobilized by the continued formation, analyse the Program of formation continued for teachers of the Secondary education, in two regional ones in the State of Pernambuco idealized and offered by the General office of State one of Education – BE, to the teachers of the regional seventeen of the public state net. The Management of Education Politics of the Secondary education – GPEM was responsible for the idealization, logistics, construction, dynamic, execution, and the direction instrucional to the forming teachers. The research followed a qualitative and quantitative approach which basic used procedures were a questionnaire and interview. the categories: continued formation, educational sequence. These categories are understood from the studies of Nóvoa (1992, 1995); Tardif (2002) Imbernón (2010); Schön (2000); Pimenta (1997 and 2002); and Freire (1997 and 2000); Schneuwly and Dolz, (2004); were: Machado (2006); Zabala (1998), among. Regar ded continued formation we knowle realize how a dynamic process that associates a variety of means to the teaching work through the reflection in the process of action reflection-action. Knowle-dges understood like a set of knowledges, attitudes and necessary competences to the exercise of the teaching. Educational sequence like a set of planned, organized and articulatd activities, which search to favor the change, the promotion of the students to the of the aswell as the situations of communication. The research was driven to 128 teachers of the Secondary education, distributed: 1 questionnaire applied to 120 teachers learners, being 60 of Regional Rural Meridional Garanhuns and 60 of Regional Recife Sul. 8 interviews were applied, 3 in each Regional one, an interview with the author-teacher of the program and 1witn the coordenator. The analysis of the quantitative data was carried out through the program SPSS, while the analysis of the qualitative data was orientated by the analysis of speech. The inquiry points to some conclusions in what it refers to the importance of the continued formation, to knowledges mobilized in the methodology educational sequence, having in mind, to make possible reflections in pedagogic practice at the same time in which it opens space for new inquiries, studies and to collaborate to make the meaning of the knowledge a teacher from the necessities and challenges of the school daily life.
Descrição
Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-orientação: Manuel Tavares Gomes
Palavras-chave
EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, FORMAÇÃO CONTÍNUA, PROFESSORES, BRASIL, PERNAMBUCO, EDUCATION, BRAZIL, TEACHERS EDUCATION, CONTINUING EDUCATION, TEACHERS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO