Processos de aprendizagem e motivação de professores de ensino fundamental I
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Data
2007-02-22
Autores
Pepe, Cristiane Marcela [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O que motiva, para a aprendizagem de novos conhecimentos, professores que atuam nas quatro primeiras séries do ensino fundamental constitui o foco da pesquisa aqui relatada. A hipótese que a norteia é a de que processos de formação inicial e continuada não têm sido suficientes para motivar os(as) professores(as) para novas aprendizagens e para mudanças efetivas em suas práticas pedagógicas. São questões a serem investigadas: O que motiva os professores alfabetizadores a novas aprendizagens sobre a profissão? Como suas biografias pessoais influenciam em seus processos de aprendizagem e motivação? Como, na visão dos professores investigados, os cursos de Formação Inicial e Continuada motivam esses profissionais para a aprendizagem de novos conteúdos e como entendem e trabalham com esse processo de aprendizagem? Qual a imagem que os professores possuem de si próprios enquanto aprendizes? - e objetivos a serem alcançados na pesquisa: investigar como professores de Ensino Fundamental I percebem e expressam sua motivação e aprendizagem da docência em seu trabalho e em seu processo de formação, identificando elementos presentes nesses processos que contribuam para compreensão do processo de formação de professores como aprendizes adultos. Trata-se de pesquisa de natureza qualitativa, exploratória e descritivo-analítica dos processos de aprendizagem e motivação manifestos por 10 professoras em exercício nos anos iniciais do Ensino Fundamental I da Prefeitura Municipal de Maceió-AL, participantes do Programa de formação continuada do MEC, intitulado GESTAR I. Foram realizadas, no ano de 2006, entrevistas semi-estruturadas com os professores com auxílio de roteiro construído e testado com essa finalidade específica. Os dados coletados foram mapeados e são apresentados em Quadros-síntese, a partir dos seguintes eixos ou chaves de análise: dados identificadores...
What motivates Primary School teachers, who work from 1st to 4th grades, for the learning of new knowledge, constitutes the focus of this research. The hypothesis that orientates the research takes into consideration that processes of initial and continuous formation have not been enough to motivate the teachers (men and women) for new learning and for effective changes in their pedagogical practices. The subjects to be investigated are: What motivates the beginning literacy teachers for new learning on the profession? How do their personal biographies influence their learning processes and motivation? How do Initial and Continuous Formation courses for teachers motivate those professionals for the learning of new contents, in the teachers point of view, and how do they understand and work with that learning process? What is the teacher's self image as learners? - and the objectives of this research are: to investigate how Primary School teachers from 1st to 4th grades notice and express their motivation and educational learning in their work and formation process, identifying elements in those processes that contribute to the understanding of the process of teacher's formation as adult learners. It is a research of qualitative, exploratory and descriptive-analytical nature which investigates the learning and motivation processes of 10 Primary School teachers who work in the initial grades at Municipal schools in Maceió-AL, who were participants of the Program of Continuous Education from MEC, entitled GESTAR I. Semi-structured interviews were accomplished with the teachers with the aid of guidelines built and tested with that specific purpose. The collected data were mapped and presented in Synthesis Charts, from the following axes or analysis keys: initial identifying data, life history, personal routine, ... (Complete abstract, click electronic access below)
What motivates Primary School teachers, who work from 1st to 4th grades, for the learning of new knowledge, constitutes the focus of this research. The hypothesis that orientates the research takes into consideration that processes of initial and continuous formation have not been enough to motivate the teachers (men and women) for new learning and for effective changes in their pedagogical practices. The subjects to be investigated are: What motivates the beginning literacy teachers for new learning on the profession? How do their personal biographies influence their learning processes and motivation? How do Initial and Continuous Formation courses for teachers motivate those professionals for the learning of new contents, in the teachers point of view, and how do they understand and work with that learning process? What is the teacher's self image as learners? - and the objectives of this research are: to investigate how Primary School teachers from 1st to 4th grades notice and express their motivation and educational learning in their work and formation process, identifying elements in those processes that contribute to the understanding of the process of teacher's formation as adult learners. It is a research of qualitative, exploratory and descriptive-analytical nature which investigates the learning and motivation processes of 10 Primary School teachers who work in the initial grades at Municipal schools in Maceió-AL, who were participants of the Program of Continuous Education from MEC, entitled GESTAR I. Semi-structured interviews were accomplished with the teachers with the aid of guidelines built and tested with that specific purpose. The collected data were mapped and presented in Synthesis Charts, from the following axes or analysis keys: initial identifying data, life history, personal routine, ... (Complete abstract, click electronic access below)
Descrição
Palavras-chave
Ensino fundamental, Professores de ensino fundamental - Formação
Como citar
PEPE, Cristiane Marcela. Processos de aprendizagem e motivação de professores de ensino fundamental I. 2007. 257 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2007.