Formação continuada no ensino médio: uma análise reflexiva das vozes dos professores
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2019
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A presente Dissertação, com o tema FORMAÇÃO CONTINUADA NO ENSINO MÉDIO:
Uma análise reflexiva das “vozes” dos Professores tem como objetivo entender a importância
do processo de Formação Continuada e compreender como esta Formação contribui (ou não)
para a mudança da prática pedagógica. Esta Pesquisa é embasada no respaldo teórico de
autores consagrados: Libâneo (1998), Pimenta (1999), Alarcão (2003), Gatti (2003), Ferreira
(2007), Nóvoa (2009), Kramer (2010), Ibernón (2010), Tardif (2014), entre outros, bem como
na Portaria Ministerial Nº 1.140, de 22 de novembro de 2013, que tem como objetivo
promover a valorização da Formação Continuada dos Professores que atuam no Ensino Médio
público. A Pesquisa de Campo foi realizada, através de um questionário com perguntas
fechadas e abertas a um público alvo de 30 (trinta) Professores de 03 (três) escolas públicas da
rede estadual, no município de Várzea Alegre, sobre a Formação Continuada dos Professores
do Ensino Médio. Os dados obtidos revelaram que as propostas dos cursos de Formação
Continuada dos professores, executadas nas escolas da rede pública estadual de ensino do
município Várzea Alegre, estado do Ceará, embora valorizem a qualificação profissional,
ainda não comprazem a materialização da teoria e prática, diante dos variados saberes
produzidos na ação pedagógica e não promovem, também e ainda, a competência capaz de
contribuir, de forma ativa e impactante, na melhoria da prática docente, entendendo e
atendendo a demanda escolar.
The present dissertation, with the theme CONTINUED TRAINING IN MIDDLE SCHOOL: A reflexive analysis of the "voices" of the Teachers aims to understand the importance of the process of Continuing Formation and to understand how this Formation contributes (or not) to the change of pedagogical practice. This research is based on the theoretical support of established authors: Libano (1998), Pimenta (1999), Alarcão (2003), Gatti (2003), Ferreira (2007), Nóvoa (2009), Kramer , Tardif (2014), among others, as well as Ministerial Ordinance No. 1,140, of November 22, 2013, promoting the valorization of Continuing Education of Teachers who work in Public High School. The Field Survey was conducted through a questionnaire with questions closed and opened to a target audience of 30 (thirty) Teachers of 03 (three) public schools of the state network, in the municipality of Várzea Alegre, on Continuing Education of Teachers of the High school. The data obtained revealed that the proposals of the Continuing Education courses of the teachers, carried out in the schools of the public school system of the municipality of Várzea Alegre, Ceará State, although they value the professional qualification, do not yet enjoy the materialization of theory and practice, of the varied knowledge produced in the pedagogical action and do not promote also the competence capable of contributing, in an active and impactful way, in the improvement of the teaching practice, understanding and attending to school demand.
The present dissertation, with the theme CONTINUED TRAINING IN MIDDLE SCHOOL: A reflexive analysis of the "voices" of the Teachers aims to understand the importance of the process of Continuing Formation and to understand how this Formation contributes (or not) to the change of pedagogical practice. This research is based on the theoretical support of established authors: Libano (1998), Pimenta (1999), Alarcão (2003), Gatti (2003), Ferreira (2007), Nóvoa (2009), Kramer , Tardif (2014), among others, as well as Ministerial Ordinance No. 1,140, of November 22, 2013, promoting the valorization of Continuing Education of Teachers who work in Public High School. The Field Survey was conducted through a questionnaire with questions closed and opened to a target audience of 30 (thirty) Teachers of 03 (three) public schools of the state network, in the municipality of Várzea Alegre, on Continuing Education of Teachers of the High school. The data obtained revealed that the proposals of the Continuing Education courses of the teachers, carried out in the schools of the public school system of the municipality of Várzea Alegre, Ceará State, although they value the professional qualification, do not yet enjoy the materialization of theory and practice, of the varied knowledge produced in the pedagogical action and do not promote also the competence capable of contributing, in an active and impactful way, in the improvement of the teaching practice, understanding and attending to school demand.
Descrição
Orientação: Marisa Pascarelli Agrello ; co-orientação: Isabel Rodrigues Sanches
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO CONTÍNUA, LEGISLAÇÃO, PROFESSORES, BRASIL, EDUCATION, CONTINUING EDUCATION, LEGISLATION, TEACHERS, BRAZIL