Formação continuada: seus impactos na prática docente: um olhar sobre o programa pró-letramento
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Data
2011
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A preocupação central desta pesquisa foi compreendermos qual o impacto da
formação continuada Pró-Letramento na prática pedagógica do professor a partir
das necessidades e desafios do cotidiano escolar. Buscamos conhecer o conceito
que os sujeitos da pesquisa têm sobre formação continuada, abordando a mesma
como elemento da prática docente, comparamos o cotidiano de sala de aula de
professores que passaram pela formação Pró-Letramento com os que não tiveram
acesso a essa formação. Com respeito à formação continuada a percebemos como
um processo dinâmico, reflexivo, que combina uma variedade de possibilidades e
modalidades de aprendizagens, em que o professor vai adequando a sua formação
às exigências sociais, culturais, educacionais. A formação continuada se dá, por
meio da reflexão sobre a própria prática profissional no processo de ação-reflexãoação, adquirindo significado na medida em que desenvolve e promove os diversos
saberes docentes. A pesquisa foi conduzida com 90 professores do Ensino
Fundamental – Anos Iniciais -, com oito coordenadoras que acompanham
pedagogicamente os professores sujeitos dessa pesquisa e a observação em sala
de aula. Procedeu-se à aplicação de um questionário validado e adaptado aos
professores e uma entrevista aos coordenadores. 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 a importância da Formação Continuada Pró-Letramento, tendo em
vista a mesma possibilitar mudanças na prática pedagógica e colaborara para
formação de um professor reflexivo, ao mesmo tempo que abre espaço para novos
questionamentos e novos estudos.
The central concern of this research was to understand the impact of the continuing education pro-literacy teaching practice from the teacher‘s needs and challenges of every day school life. We tried to know the concept that the subjects have on continuing education, addressing it as part of teaching practice, we compared the daily classroom teachers who have gone through training with Pro-Literacy did not access to such training. With respect to continuing education perceive it as a dynamic, reflective, which combines a variety of possibilities and modalities oF learning, the teacher will tailoring the training requirements to social, cultural, educational. The continuing education takes place, through reflection on own practice in the process of action-reflection-action, acquiring significance in that it develops and promotes the various teacher‘s knowledge. The research was conducted with 90 elementary school teacher‘s – Early Years – with eight coordinators accompanying teacher‘s pedagogically subject of research and observation in the classroom. Proceeded to the application of a validated questionnaire and adapted to an interview with the teachers and coordinators. The quantitative data analysis was performed using SPSS, while the analysis of qualitative data was guided by discourse analysis. The research points to some conclusions regarding the importance of Continuing Education Pro- Literacy in order to enable the same changes in teaching practice and collaborated to form a reflective teacher at the same time it makes room for new questions and new studies.
The central concern of this research was to understand the impact of the continuing education pro-literacy teaching practice from the teacher‘s needs and challenges of every day school life. We tried to know the concept that the subjects have on continuing education, addressing it as part of teaching practice, we compared the daily classroom teachers who have gone through training with Pro-Literacy did not access to such training. With respect to continuing education perceive it as a dynamic, reflective, which combines a variety of possibilities and modalities oF learning, the teacher will tailoring the training requirements to social, cultural, educational. The continuing education takes place, through reflection on own practice in the process of action-reflection-action, acquiring significance in that it develops and promotes the various teacher‘s knowledge. The research was conducted with 90 elementary school teacher‘s – Early Years – with eight coordinators accompanying teacher‘s pedagogically subject of research and observation in the classroom. Proceeded to the application of a validated questionnaire and adapted to an interview with the teachers and coordinators. The quantitative data analysis was performed using SPSS, while the analysis of qualitative data was guided by discourse analysis. The research points to some conclusions regarding the importance of Continuing Education Pro- Literacy in order to enable the same changes in teaching practice and collaborated to form a reflective teacher at the same time it makes room for new questions and new studies.
Descrição
Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-orientação: Manuel Tavares Gomes
Palavras-chave
EDUCAÇÃO, PROFESSORES, FORMAÇÃO CONTÍNUA, PRÁTICAS PEDAGÓGICAS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCATION, TEACHERS, CONTINUING EDUCATION, PEDAGOGICAL PRACTICES