Professores e famílias não convencionais: uma proposta de intervenção e formação pelas lentes do cinema
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Data
2016-05-20
Autores
Oliveira Júnior, Isaias Batista de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Vinculado à linha de estudos intitulada Processos Formativos, Diferença e Valores, esta pesquisa foi realizada junto ao Programa de Pós-Graduação em Educação da Universidade Estadual Paulista (FCT) e teve como objeto de investigação as percepções, valores e representações docentes em relação a famílias organizadas em modelos não convencionais. Assumimos como objetivo central para este estudo a elaboração, aplicação e avaliação de uma proposta de formação continuada com profissionais da educação infantil e do ensino fundamental, via experiência estética, cuja metodologia consistiu na projeção e contextualização de obras cinematográficas, com tema central baseado em famílias organizadas em modelos não convencionais e com processos de resiliência. Para corroborar este objetivo, buscamos referenciais na Teoria Bioecológica do Desenvolvimento Humano e na Teoria das Representações Sociais. Participaram da formação continuada 15 acadêmicas do primeiro e terceiro ano de licenciatura em Pedagogia da Universidade Estadual do Norte do Paraná, mas que já exercem a docência na educação infantil e anos iniciais do ensino fundamental na rede pública ou privada de ensino. O processo interventivo foi realizado em 8 encontros, com média de 5h de duração cada. Dentro de uma abordagem quali/quantitativa, os dados deste estudo foram obtidos em dois momentos: pré- e pós-intervenção. No pré-teste foram aplicados quatro instrumentos de pesquisa, a saber: questionário sociodemográfico, genograma familiar, técnica de evocação livre de palavras e inventário sobre representações de famílias. No pós-teste, os dois últimos testes foram reaplicados e neste momento fora acrescido o questionário de avaliação pessoal da intervenção. Durante o processo de formação utilizamos o diário de campo – constituído por observações do pesquisador e da auxiliar de pesquisa sobre as manifestações das participantes. Grupos em redes como o Facebook e WhatsApp foram criados para este momento e subsidiaram na coleta de dados. Estes instrumentos foram projetados de modo a conferir rigor científico ao estudo, portanto, foi necessário a construção de ferramentas que possibilitassem a avaliação dos conceitos, valores pessoais e profissionais, prévios e posteriores a formação continuada, das professoras sobre “família”, “família desestruturada” e “família ideal”, bem como suas percepções acerca das contribuições do cinema e das estratégias empregadas na formação docente. Os dados obtidos mediante evocação de palavras, imagens ou sentimentos foram tabulados e analisados com o auxílio do Software EVOC e seus subprogramas. Para as questões baseadas na Escala Likert recorremos ao Software SPSS versão 14.0, empregando o teste não paramétrico de Wilcoxon, levando em consideração o nível de significância de 5%. No que se refere ao diário de campo, as informações coletadas foram investigadas à luz da teoria da análise de conteúdo. Os resultados obtidos evidenciaram que houve alterações significativas do momento do pré- para o pós-teste. Concluímos que a experiência estética, propiciada pelo cinema e as estratégias empregadas no projeto de formação continuada, como as discussões, dinâmicas, as reflexões pessoais, trocas de ideias e o confronto de diferentes perspectivas entre as professoras do grupo compuseram o quadro que possibilitou as mudanças na percepção e valores docentes, ao proporcionarem as professoras um meio de comunicação rápido e próximo ao seu contexto cultural e social.
Related to the research line entitled Formative Processes, Difference and Values, this research was conducted along with the Postgraduate Education Program from São Paulo State University and had as object of study the perceptions, values and representations from teachers in relation to families arranged in unconventional designs. We assumed as a central goal for this study the development, implementation and evaluation of a proposal for continuing education with professionals in early childhood education and elementary school, via aesthetic experience, whose methodology consisted of the projection and contextualization of cinematographic works, with a central theme based on families organized in unconventional models and with resilience processes. To consolidate this goal, we sought references in the Bioecological Theory of Human Development and the Theory of Social Representations. 15 academics of the first and third year in Education Licentiate, from the State University of Northern Paraná, took part in the continuing education, but they were already engaged in teaching in early childhood education and early years of elementary education in public or private schools. The interventional procedure was performed in 8 meetings, with approximately 5 hours each. Within a quali-quantitative approach, the data from this study were obtained in two phases: pre- and post-intervention. In the pre-test, four research instruments were applied, namely: socio-demographic questionnaire, family genogram, free evocation of words and inventory of representations of families. In the post-test, the last two tests were reapplied and this time the questionnaire for personal evaluation of the intervention was added. During the training process we used the field diary - made by the researcher’s and research assistant’s observations on the manifestations of the participants. Groups on networks such as Facebook and WhatsApp have been created for this moment and subsidized data collection. Those tools were designed to provide scientific rigor to the study, therefore, it was needed to make instruments that would allow the evaluation of concepts; personal and professional values, pre- and post-continuing education, from the teachers on “family”, “dysfunctional family” and “ideal family”, as well as their perceptions about the contributions of cinema and strategies employed in teacher education. Data obtained by evocation of words, images or feelings were tabulated and analyzed with the help of EVOC Software and its sub-programs. For questions based on Likert scale, we used the software SPSS version 14.0 using the non-parametric Wilcoxon test, taking into account the level of significance of 5%. With regard to the field record, the information collected was investigated in light of the theory of content analysis. The results showed that there were significant changes in the time of pre- to post-test. Thus, we infer that aesthetic experience provided by the cinema, and the strategies employed in the continuing education project, such as discussions, group dynamics, personal reflections, exchange of ideas and the clash of different perspectives among the group of teachers formed the framework that enabled the changes in perception and teaching values, by providing teachers a quick and close means of communication to their cultural and social context.
Related to the research line entitled Formative Processes, Difference and Values, this research was conducted along with the Postgraduate Education Program from São Paulo State University and had as object of study the perceptions, values and representations from teachers in relation to families arranged in unconventional designs. We assumed as a central goal for this study the development, implementation and evaluation of a proposal for continuing education with professionals in early childhood education and elementary school, via aesthetic experience, whose methodology consisted of the projection and contextualization of cinematographic works, with a central theme based on families organized in unconventional models and with resilience processes. To consolidate this goal, we sought references in the Bioecological Theory of Human Development and the Theory of Social Representations. 15 academics of the first and third year in Education Licentiate, from the State University of Northern Paraná, took part in the continuing education, but they were already engaged in teaching in early childhood education and early years of elementary education in public or private schools. The interventional procedure was performed in 8 meetings, with approximately 5 hours each. Within a quali-quantitative approach, the data from this study were obtained in two phases: pre- and post-intervention. In the pre-test, four research instruments were applied, namely: socio-demographic questionnaire, family genogram, free evocation of words and inventory of representations of families. In the post-test, the last two tests were reapplied and this time the questionnaire for personal evaluation of the intervention was added. During the training process we used the field diary - made by the researcher’s and research assistant’s observations on the manifestations of the participants. Groups on networks such as Facebook and WhatsApp have been created for this moment and subsidized data collection. Those tools were designed to provide scientific rigor to the study, therefore, it was needed to make instruments that would allow the evaluation of concepts; personal and professional values, pre- and post-continuing education, from the teachers on “family”, “dysfunctional family” and “ideal family”, as well as their perceptions about the contributions of cinema and strategies employed in teacher education. Data obtained by evocation of words, images or feelings were tabulated and analyzed with the help of EVOC Software and its sub-programs. For questions based on Likert scale, we used the software SPSS version 14.0 using the non-parametric Wilcoxon test, taking into account the level of significance of 5%. With regard to the field record, the information collected was investigated in light of the theory of content analysis. The results showed that there were significant changes in the time of pre- to post-test. Thus, we infer that aesthetic experience provided by the cinema, and the strategies employed in the continuing education project, such as discussions, group dynamics, personal reflections, exchange of ideas and the clash of different perspectives among the group of teachers formed the framework that enabled the changes in perception and teaching values, by providing teachers a quick and close means of communication to their cultural and social context.
Descrição
Palavras-chave
Cinema, Experiência estética, Formação de professores, Famílias organizadas em modelos não convencionais, Escola, Cinema, Aesthetic experience, Teacher training, Families organized in unconventional models, School