Formação continuada de professores em uma perspectiva da interação formador-formando
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Data
2012-03-30
Autores
Marques, Rosebelly Nunes [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo principal do trabalho foi abordar a formação continuada de professores, dentro de uma perspectiva de interação entre formador-formando, buscando identificar elementos que indicam melhoria de atuação docente dos professores participantes. Os participantes dessa pesquisa foram professores inseridos no Programa de Formação Continuada “Teia do Saber”, da Diretoria Regional do município de Registro-SP, que teve como foco o resgate desses professores como sujeitos de seu próprio saber e fazer docente. A pesquisa, fundamentada na linha da pesquisa-ação, envolveu a elaboração de diário de campo, relatos escritos dos professores, entrevistas semi-estruturadas. Atuando em uma perspectiva de interação e coletividade, sob orientação da pesquisadora os professores vivenciaram a construção de uma nova concepção e prática educativa, a partir da reflexão no e sobre o próprio saber, utilizando os jogos matemáticos para o desenvolvimento dos conteúdos. Em seus depoimentos os professores relatam ganhos positivos com a participação no projeto tais como: aumento da autoestima; reconhecimento dos alunos que aprenderam os conteúdos e se mostraram mais motivados a estudar; confiança em sua capacidade de criar novas estratégias de ensino, de forma autônoma. Os resultados indicam que uma modalidade de formação continuada que considera o dia-a-dia das salas de aula e o professor como autor e pesquisador de seu saber e fazer docente revela-se um caminho promissor para o desenvolvimento profissional docente
The main objective of this study was to approach the continuing education of teachers, within a perspective of interaction between the trainer-trainee, in order to identify elements that indicate improvement of teaching performance of the participating teachers. The participants in this research were teachers working in the Program Continued Formation Teia do Saber, the Regional Directory of the city of Registro-SP, which focused on the recovery of these teachers as subjects of their own knowledge and practice teaching. The research, based on the line of critical action research involved the development of journal field reports written by teachers, semi-structured interviews. Working in a perspective of interaction and collectivity, under the supervision of na experienced teacher researcher constructing a new conception and educational practice, from the reflection in and on the knowledge itself, using the games to the development of mathematical content. In their statements the teachers reported positive gains with participation in the project such as: increased self-esteem, recognition of pupils who learned the content and proved more motivated to study, confidence in his ability to create new teaching strategies, autonomously. The results suggest that a modality of continuous education that considers the day-to-day classroom and the teacher as researcher and author of his knowledge and makes teaching revealed to be a promising avenue for professional development
The main objective of this study was to approach the continuing education of teachers, within a perspective of interaction between the trainer-trainee, in order to identify elements that indicate improvement of teaching performance of the participating teachers. The participants in this research were teachers working in the Program Continued Formation Teia do Saber, the Regional Directory of the city of Registro-SP, which focused on the recovery of these teachers as subjects of their own knowledge and practice teaching. The research, based on the line of critical action research involved the development of journal field reports written by teachers, semi-structured interviews. Working in a perspective of interaction and collectivity, under the supervision of na experienced teacher researcher constructing a new conception and educational practice, from the reflection in and on the knowledge itself, using the games to the development of mathematical content. In their statements the teachers reported positive gains with participation in the project such as: increased self-esteem, recognition of pupils who learned the content and proved more motivated to study, confidence in his ability to create new teaching strategies, autonomously. The results suggest that a modality of continuous education that considers the day-to-day classroom and the teacher as researcher and author of his knowledge and makes teaching revealed to be a promising avenue for professional development
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Palavras-chave
Educação, Professores - Formação, Education
Como citar
MARQUES, Rosebelly Nunes. Formação continuada de professores em uma perspectiva da interação formador-formando. 2012. 116 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2012.