Da proposta à atuação: a formação continuada em serviço dos professores de filosofia da rede pública paulista
Carregando...
Data
2019-05-17
Autores
Silva, Jefferson Luis Brentini da [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A reinserção da componente Filosofia e da Sociologia sob o formato disciplinar e em caráter obrigatório no ensino brasileiro em 2008 desencadeou diversas medidas visando o alcance deste saber, o que gerou as demandas a serem desempenhadas pelos docentes a fim de o preparar plenamente para os seus alunos. Mas, tais instrumentos regulamentares são suficientes para o que é almejado? Qual é o conhecimento que é transmitido ao docente em serviço para o cumprimento do currículo e do material oficial? Qual o percurso estabelecido para a prática dos docentes de Filosofia? É possível a utilização de outros métodos que favoreçam a efetivação do que é imposto para ser realizado? Para responder a estas perguntas objetivou-se de modo geral investigar as formações continuadas em serviço que são oferecidas pela SEE-SP e se elas desenvolvem o educador para atender o que é esperado para cada série atendida. E, para tanto, como objetivos específicos, pormenorizar o percurso prospectado nestes recursos para o ensino de Filosofia e seus respectivos conteúdos, competências e habilidades no ensino público do Estado de São Paulo. Além disso, como as formações continuadas em serviço transcorrem e a sua repercussão nas aulas. Tais problemas partem da necessidade de redarguir a uma série de dilemas que muitos professores da disciplina de Filosofia enfrentam no exercício da docência neste segmento da Educação Básica e público. A presente investigação é classificada por uma abordagem qualitativa de cunho descritivo, aonde foi feito uma análise documental e pesquisa bibliográfica. O procedimento usado foi o estudo de caso e, ainda, como técnicas, a observação direta não participativa das ATPCs e OTs e o oferecimento de questionários para os professores de Filosofia do ensino público. Como resultado, percebeu-se o grande encargo e a pouca formação continuada em serviço dos sujeitos envolvidos, culminando assim para um ensino dogmático e voltado para o fortalecimento de outras áreas do saber, corrompendo e até deturpando o sentido de se ensinar Filosofia. Frente a isso, em perspectivas, apresentou-se possibilidades para o ensino de Filosofia a partir da Filosofia
The reinsertion of the Philosophy and Sociology component under the disciplinary and compulsory format in Brazilian education in 2008 triggered several measures aimed at the achievement of this knowledge, which generated the demands to be fulfilled by the teachers to fully prepare them for their students. But are such regulatory instruments sufficient for what is sought? What knowledge is passed on to the in-service teacher for curriculum and official compliance? What is the course established for the practice of Philosophy teachers? Is it possible to use other methods that favor the effectiveness of what is imposed to be realized? To answer these questions, the general objective was to investigate the continuing in-service training offered by SEE-SP and whether they develop the educator to meet what is expected for each series served. To do so, as specific objectives, to detail the course prospected in these resources for the teaching of Philosophy and their respective contents, skills and abilities in the public education of the State of São Paulo. In addition, how the in-service training continues and its repercussion in the classroom. These problems start from the need to solve a series of dilemmas that many teachers of the discipline of Philosophy face in the exercise of teaching in this segment of Basic Education and public. The present investigation is classified by a descriptive qualitative approach, where a documental analysis and bibliographic research was done. The procedure used was the case study and, also, as techniques, the direct non-participative observation of the ATPCs and OTs and the offering of questionnaires to the teachers of Philosophy of public education. As a result, it was noticed the great burden and the little continued formation in service of the subjects involved, culminating thus to a dogmatic teaching and directed to the strengthening of other areas of knowledge, corrupting and even misrepresenting the sense of teaching Philosophy. Facing this, in perspectives, possibilities were presented for the teaching of Philosophy from Philosophy.
The reinsertion of the Philosophy and Sociology component under the disciplinary and compulsory format in Brazilian education in 2008 triggered several measures aimed at the achievement of this knowledge, which generated the demands to be fulfilled by the teachers to fully prepare them for their students. But are such regulatory instruments sufficient for what is sought? What knowledge is passed on to the in-service teacher for curriculum and official compliance? What is the course established for the practice of Philosophy teachers? Is it possible to use other methods that favor the effectiveness of what is imposed to be realized? To answer these questions, the general objective was to investigate the continuing in-service training offered by SEE-SP and whether they develop the educator to meet what is expected for each series served. To do so, as specific objectives, to detail the course prospected in these resources for the teaching of Philosophy and their respective contents, skills and abilities in the public education of the State of São Paulo. In addition, how the in-service training continues and its repercussion in the classroom. These problems start from the need to solve a series of dilemmas that many teachers of the discipline of Philosophy face in the exercise of teaching in this segment of Basic Education and public. The present investigation is classified by a descriptive qualitative approach, where a documental analysis and bibliographic research was done. The procedure used was the case study and, also, as techniques, the direct non-participative observation of the ATPCs and OTs and the offering of questionnaires to the teachers of Philosophy of public education. As a result, it was noticed the great burden and the little continued formation in service of the subjects involved, culminating thus to a dogmatic teaching and directed to the strengthening of other areas of knowledge, corrupting and even misrepresenting the sense of teaching Philosophy. Facing this, in perspectives, possibilities were presented for the teaching of Philosophy from Philosophy.
Descrição
Palavras-chave
Ensino de Filosofia, Currículo do Estado de São Paulo, Material de Apoio ao Currículo, Formação Continuada de Professores em Exercício, Ensino Público, Teaching Philosophy, Curriculum of the State of São Paulo, Curriculum Support Material, Continuing Teacher Training, Public education