Impacto da supervisão na formação inicial dos professores do ensino fundamental no Rio de Janeiro
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2015
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No campo da formação de professores, a supervisão da prática pedagógica tem
sido apontada como uma estratégia central para promover o desenvolvimento profissional
do professor principiante (Alarcão & Tavares, 2003; Oliveira-Formosinho, 2002; Vieira,
1993).
A área da educação de infância, a formação é complexa e de muita dedicação. Um
dos grandes desafios encontra-se na formação inicial de professores, pois é aí que se
começa a ter consciência do que é a educação de infância e o quanto ela é feita de muito
amor paciência, compreensão e qualidade de ensino.
No âmbito da formação inicial de educadores de infância, têm-se afirmado a
importância da supervisão pedagógica como processo mediador de uma formação orientada
para a construção da profissionalização da prática pedagógica, como processo mediador de
uma formação orientada para a construção específica do educador de infância onde a
pedagogia da infância assume relevância (Oliveira-Formosinho, 2002; Vieira, 1999).
É preciso olhar para o futuro professor, refletir nas suas exigências, de uma
formação para atender as necessidades da sociedade, nas contradições sociais.
Este estudo insere-se na linha de pesquisa em Supervisão Pedagógica e Formação
de Formadores, que tem uma temática fundamental a “Supervisão na Formação Inicial”,
pesquisa no curso de ensino fundamental/educação de infância. Foi concretizada com uma
pesquisa bibliográfica de carácter qualitativo.
Para a sua realização, elaborámos um questionário que distribuímos por várias
professores do ensino fundamental/educação de infância, no estado do Rio de Janeiro, e
três entrevistas.
Na investigação que fizémos a formação foi importante, mas quanto à supervisão
nem sempre foi de qualidade.
On what concerns the formation of teachers, the coordination of pedagogical practice has been regarded as a central strategy for promoting the new teacher's professional improvement (Alarcão & Tavares, 2003; Oliveira-Formosinho, 2002; Vieira, 1993). On the field of pre-school education, formation is complex and implies an enormous dedication. One of the challenges is the initial formation of teachers, as that is when we start to be aware of what the education on childhood is and how much it relies on love, patient, understanding and the quality of the teaching. Regarding the initial formation of pre-school teachers, it has been said that the importance of pedagogical coordination, as a process to mediate a formation directed for the building of a professional approach to the pedagogical practice, as a form of orienting the specific formation of the pre-school teacher in a field where educational pedagogy is important (Oliveira-Formosinho, 2002; Vieira, 1999). It is of major importance to observe the future teacher, to reflect on his/her demands for a formation built to attend the needs of society and social contradictions. This study takes the direction of the research on Supervision and Training of Trainers, which on a fundamental basis “Coordination on Initial Formation”, deals on the degree of general teaching/pre-school Teaching. It was developed using a bibliographic research of qualitative characteristics. For it’s prosecution, we have developed a questionnaire that was distributed by several general teaching/pre-school teachers, on the state of Rio de Janeiro, and conducted three interviews. On our investigation, formation was very important, but on what concerns coordination, this was not always been of quality.
On what concerns the formation of teachers, the coordination of pedagogical practice has been regarded as a central strategy for promoting the new teacher's professional improvement (Alarcão & Tavares, 2003; Oliveira-Formosinho, 2002; Vieira, 1993). On the field of pre-school education, formation is complex and implies an enormous dedication. One of the challenges is the initial formation of teachers, as that is when we start to be aware of what the education on childhood is and how much it relies on love, patient, understanding and the quality of the teaching. Regarding the initial formation of pre-school teachers, it has been said that the importance of pedagogical coordination, as a process to mediate a formation directed for the building of a professional approach to the pedagogical practice, as a form of orienting the specific formation of the pre-school teacher in a field where educational pedagogy is important (Oliveira-Formosinho, 2002; Vieira, 1999). It is of major importance to observe the future teacher, to reflect on his/her demands for a formation built to attend the needs of society and social contradictions. This study takes the direction of the research on Supervision and Training of Trainers, which on a fundamental basis “Coordination on Initial Formation”, deals on the degree of general teaching/pre-school Teaching. It was developed using a bibliographic research of qualitative characteristics. For it’s prosecution, we have developed a questionnaire that was distributed by several general teaching/pre-school teachers, on the state of Rio de Janeiro, and conducted three interviews. On our investigation, formation was very important, but on what concerns coordination, this was not always been of quality.
Descrição
Orientação: Maria Eduarda Pires Margarido
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, EDUCATION, SUPERVISÃO, SUPERVISION, EDUCAÇÃO INFANTIL, CHILD EDUCATION, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, ESTUDOS DE CASO, CASE STUDIES, BRASIL, BRAZIL