Mídia-Educação: possibilidades na formação em serviço de professores em HTPC
Carregando...
Data
2018-11-23
Autores
Feitosa, Érika Miranda Franco
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa foi desenvolvida junto à Linha “Processos Formativos, Ensino e Aprendizagem” do Programa de Pós-graduação – Mestrado em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP, Campus de Presidente Prudente/SP, e tem como tema principal a Mídia-Educação e o processo de formação de professores. No caso desse estudo, a principal discussão é sobre como esse tema pode contribuir no processo de formação dos professores por meio dos momentos de formação em serviço, mais especificamente, no Horário de Trabalho Pedagógico Coletivo (HTPC), mesmo reconhecendo que, em muitos contextos, esse momento é bastante deficitário por contemplar, na maioria das vezes, apenas discussões relacionadas a problemas escolares em geral, e não ser usado para discutir questões relacionadas à formação dos professores. Para tanto, o objetivo geral desse estudo consiste em implementar e analisar o potencial de ações piloto de formação em serviço no HTPC, para uso e reflexão das mídias de uma escola pública de Ensino Fundamental. Como objetivos específicos, esse estudo se propõe a: a) identificar a formação prévia dos professores em relação ao uso das mídias; b) identificar e analisar o uso das mídias nas salas de aula para os professores participantes; c) planejar e implementar ações piloto de formação em serviço sobre o uso das mídias; d) refletir sobre o uso das mídias no processo pedagógico após a implementação das ações. Para alcançar os objetivos propostos, a pesquisa é de abordagem qualitativa do tipo intervenção, realizada durante os HTPC de uma escola pública municipal com professores de Ensino Fundamental. Foram utilizados como instrumentos de coleta de dados da pesquisa: questionário, gravações das formações nos HTPC e entrevista no final da pesquisa, com os professores participantes. Os dados coletados foram interpretados á luz da análise de conteúdo. Percebemos pela análise dos dados, que a inserção da mídia-educação na formação em serviço dos professores possibilita transformações no trabalho pedagógico devido às experiências significativas construídas ao longo de todo o processo formativo, em que a confiança e o respeito mútuo no espaço escolar corrobora para a constituição de uma equipe formativa durante todo o percurso da formação. Defendemos nessa dissertação a inserção de políticas de formação em serviço dos professores na perspectiva da mídia-educação, no sentido de possibilitar transformações fecundas no agir docente em relação à uma educação para a cidadania ajustada ao seu tempo, caso contrário, corremos o risco de continuarmos apenas com a inserção de novos aparatos tecnológicos mantendo concepções de ensino e aprendizagem distante da visão crítica da era das mídias.
This research was developed along the Line "Training Processes, Teaching and Learning" of the Graduate Program - Master in Education of the Faculty of Sciences and Technology of the Paulista State University "Júlio de Mesquita Filho" - UNESP, Campus de Presidente Prudente/SP, and its main theme is Media-Education and the process of teacher training. In the case of this study, the main discussion is about how this theme can contribute to the process of teacher training through the moments of in-service training, more specifically in the Collective Pedagogical Work Schedule (HTPC), even recognizing that in many contexts, this moment is very deficient because it contemplates, in the majority of the cases, only discussions related to school problems in general, and not to be used to discuss questions related to the formation of the teachers. To this end, the general objective of this study is to implement and analyze the potential of pilot actions of in-service training in the HTPC, for use and reflection of the media of a public elementary school. As specific objectives, this study aims to: a) identify the previous training of teachers in relation to the use of the media; b) identify and analyze the use of media in classrooms for participating teachers; c) to plan and implement pilot actions of in-service training on the use of the media; d) to reflect on the use of the media in the pedagogical process after the implementation of the actions. To reach the proposed objectives, the research is a qualitative approach of the type intervention, carried out during the HTPC of a municipal public school with teachers of Elementary School. The following data were used as data collection tools: questionnaire, training recordings in the HTPC and interview at the end of the research, with the participating teachers. The data collected were interpreted in light of the content analysis. We note from the analysis of the data that the insertion of the media education into the in-service training of teachers allows for transformations in the pedagogical work due to the significant experiences built throughout the formative process, in which trust and mutual respect in the school space corroborates the formation of a training team throughout the course of the training. We defend in this dissertation the insertion of in-service teacher training policies from the perspective of the media-education, in order to enable fruitful transformations in the teaching activity in relation to an education for citizenship adjusted to its time, otherwise we run the risk of continuing only with the insertion of new technological devices keeping conceptions of teaching and learning far from the critical view of the media age.
This research was developed along the Line "Training Processes, Teaching and Learning" of the Graduate Program - Master in Education of the Faculty of Sciences and Technology of the Paulista State University "Júlio de Mesquita Filho" - UNESP, Campus de Presidente Prudente/SP, and its main theme is Media-Education and the process of teacher training. In the case of this study, the main discussion is about how this theme can contribute to the process of teacher training through the moments of in-service training, more specifically in the Collective Pedagogical Work Schedule (HTPC), even recognizing that in many contexts, this moment is very deficient because it contemplates, in the majority of the cases, only discussions related to school problems in general, and not to be used to discuss questions related to the formation of the teachers. To this end, the general objective of this study is to implement and analyze the potential of pilot actions of in-service training in the HTPC, for use and reflection of the media of a public elementary school. As specific objectives, this study aims to: a) identify the previous training of teachers in relation to the use of the media; b) identify and analyze the use of media in classrooms for participating teachers; c) to plan and implement pilot actions of in-service training on the use of the media; d) to reflect on the use of the media in the pedagogical process after the implementation of the actions. To reach the proposed objectives, the research is a qualitative approach of the type intervention, carried out during the HTPC of a municipal public school with teachers of Elementary School. The following data were used as data collection tools: questionnaire, training recordings in the HTPC and interview at the end of the research, with the participating teachers. The data collected were interpreted in light of the content analysis. We note from the analysis of the data that the insertion of the media education into the in-service training of teachers allows for transformations in the pedagogical work due to the significant experiences built throughout the formative process, in which trust and mutual respect in the school space corroborates the formation of a training team throughout the course of the training. We defend in this dissertation the insertion of in-service teacher training policies from the perspective of the media-education, in order to enable fruitful transformations in the teaching activity in relation to an education for citizenship adjusted to its time, otherwise we run the risk of continuing only with the insertion of new technological devices keeping conceptions of teaching and learning far from the critical view of the media age.
Descrição
Palavras-chave
Educação, Mídia-educação, Horário de Trabalho Pedagógico Coletivo, Formação em serviço, Education, Media-education, Collective Pedagogical Work Schedule, Training in service