Formação continuada na modalidade a distância: análise do curso de especialização em gestão escolar, oferecido pela UFSCar em parceria com o MEC
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Data
2017-08-01
Autores
Sentanin, Elisângela Ferreira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem por objetivo analisar o curso de especialização em gestão escolar, oferecido pela UFSCar em parceria com o MEC, na modalidade a distancia, a fim de compreender a perspectiva dos cursistas em relação a esse tipo de formação continuada. Ao contextualizar o processo de formação de professores no Brasil verifica-se, na literatura, a necessidade e urgência de políticas de formação voltadas à área educacional, envolvendo professores e gestores. A educação a distância tem feito este papel de formadora no sentido de proporcionar uma formação em serviço, com alternativas de abrangência geográfica e flexibilidade do tempo aos profissionais. Partindo deste contexto, destaca-se a política instituída pelo Programa Nacional Escola de Gestores da Educação Básica que, por meio do Curso de Especialização em Gestão Escolar, visa uma formação continuada de gestores em serviço da educação básica pública. Mas, ao mesmo tempo em que os cursos de formação são disponibilizados como forma de proporcionar conhecimento e evolução profissional e pessoal, por meio de uma educação a distância que possibilita a flexibilidade de tempo, espaço e localização geográfica, nota-se que poucos profissionais concluem esse tipo de formação. Sendo assim, para atingir os objetivos propostos neste trabalho, quanto à perspectiva dos gestores escolares acerca da sua formação continuada no formato de curso de especialização, na modalidade a distância, a partir de uma fundamentação teórica, utilizou-se uma abordagem metodológica baseada em uma pesquisa qualitativa. Como parte da abordagem qualitativa optou-se pelo método do estudo de campo, que foi realizado com um grupo de gestores da educação básica concluinte da terceira edição do curso de especialização em gestão escolar, ofertado no Estado de São Paulo, pela Universidade Federal de São Carlos. Para a coleta de dados foi utilizada a técnica de entrevista com grupos focais. Os resultados apresentam a evolução na carreira em termos de progressão salarial e da manutenção do cargo de gestor, como a principal perspectiva do gestor escolar. Porém, os participantes enfrentam muitos obstáculos na formação continuada na modalidade a distância. Com o levantamento das dificuldades elencadas pelos cursistas, foi possível identificar os fatores que podem levar os profissionais a desistência de cursos de formação continuada a distância e em serviço e assim, subsidiar as políticas públicas de formação de professores na definição das estruturas dos cursos.
The present work aims to analyze the specialization course in school management, offered by UFSCar in partnership with the MEC, in the distance modality, in order to understand the perspective of the trainees in relation to this type of continuing education. In contextualizing the process of teacher education in Brazil, the literature shows the need and urgency of training policies directed to the educational area, involving teachers and managers. Distance education has played the role of trainer in providing training in service, with alternatives of geographical scope and flexibility of time for professionals. Starting from this context, we highlight the policy instituted by the National School Program of Basic Education Managers, which, through the Specialization Course in School Management, aims at a continuous training of managers in service of public basic education. At the same time, however, training courses are made available as a means of providing professional and personal knowledge and development, through distance education that allows flexibility of time, space and geographical location, it is noted that few professionals conclude This type of training. Thus, in order to achieve the objectives proposed in this study, regarding the perspective of the school managers about their continuing education in the format of a specialization course, in the distance modality, based on a theoretical foundation, a methodological approach was used based on a qualitative research. As part of the qualitative approach, we opted for the field study method, which was carried out with a group of managers of basic education concluding the third edition of the specialization course in school management, offered in the State of São Paulo, Federal University of São Carlos. For data collection, the interview technique with focus groups was used. The results show the evolution in the career in terms of salary progression and the maintenance of managerial position, as the main perspective of the school manager. However, participants face many obstacles in continuing training in distance learning. With the survey of the difficulties highlighted by the trainees, it was possible to identify the factors that can lead the professionals to drop out of distance and in-service training courses and thus, to subsidize the public policies of teacher training in the definition of the structures of the courses.
The present work aims to analyze the specialization course in school management, offered by UFSCar in partnership with the MEC, in the distance modality, in order to understand the perspective of the trainees in relation to this type of continuing education. In contextualizing the process of teacher education in Brazil, the literature shows the need and urgency of training policies directed to the educational area, involving teachers and managers. Distance education has played the role of trainer in providing training in service, with alternatives of geographical scope and flexibility of time for professionals. Starting from this context, we highlight the policy instituted by the National School Program of Basic Education Managers, which, through the Specialization Course in School Management, aims at a continuous training of managers in service of public basic education. At the same time, however, training courses are made available as a means of providing professional and personal knowledge and development, through distance education that allows flexibility of time, space and geographical location, it is noted that few professionals conclude This type of training. Thus, in order to achieve the objectives proposed in this study, regarding the perspective of the school managers about their continuing education in the format of a specialization course, in the distance modality, based on a theoretical foundation, a methodological approach was used based on a qualitative research. As part of the qualitative approach, we opted for the field study method, which was carried out with a group of managers of basic education concluding the third edition of the specialization course in school management, offered in the State of São Paulo, Federal University of São Carlos. For data collection, the interview technique with focus groups was used. The results show the evolution in the career in terms of salary progression and the maintenance of managerial position, as the main perspective of the school manager. However, participants face many obstacles in continuing training in distance learning. With the survey of the difficulties highlighted by the trainees, it was possible to identify the factors that can lead the professionals to drop out of distance and in-service training courses and thus, to subsidize the public policies of teacher training in the definition of the structures of the courses.
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Palavras-chave
Educação a distância, Formação docente, Carreira profissional, Gestão escolar, Distance education, Teacher training, Professional career, School management