Análises de incidências do Programa "São Paulo faz Escola" na atuação profissional de um professor de física e de uma professora coordenadora de área de uma escola pública estadual
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Data
2019-02-26
Autores
Wesendonk, Fernanda Sauzem
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Busca-se, com esta pesquisa, caracterizar o alcance de atividades colaborativas para o desenvolvimento de conhecimento profissional por um professor de Física e por uma professora coordenadora da área de Ciências Naturais e Matemática, no contexto do Programa “São Paulo faz Escola”. Para tanto, procura-se responder o seguinte problema de pesquisa: Em que aspectos o professor de Física e a professora coordenadora da área de Ciências Naturais e Matemática de uma Escola da Rede Pública Estadual desenvolvem conhecimento profissional a partir de atividades colaborativas planejadas no contexto do Programa “São Paulo faz Escola”? Considerando a natureza das informações coletadas para essa investigação, classifica-se a pesquisa como de natureza qualitativa. Foram utilizados como fontes de informação: sujeitos (professor de Física do Ensino Médio e professora coordenadora da área de Ciências Naturais e Matemática de uma Escola de Educação Básica da Rede Escolar Pública Estadual) e espaços (aulas ministradas por um professor de Física do Ensino Médio de uma Escola de Educação Básica da Rede Escolar Pública Estadual e reunião entre professor de Física e professora coordenadora da área de Ciências Naturais e Matemática). Os instrumentos para a coleta de informações nessas fontes foram entrevistas semiestruturadas e observações. A pesquisa foi desenvolvida a partir de diferentes fases e etapas de coleta de informações. Mediante a análise das informações coletadas, podemos afirmar que a adesão à política educacional não se mostra suficiente para o desenvolvimento de repertórios profissionais relativos às diretrizes estabelecidas pelo Programa. Assim, revelou-se necessário o estabelecimento de atividades colaborativas, mediante mediação da pesquisadora, que pudessem contribuir para o desenvolvimento de conhecimentos profissionais. Frente às interações propostas e realizadas, a professora coordenadora de área deu indícios de estar no processo de desenvolvimento desses conhecimentos profissionais. Ainda que de modo incipiente, foi possível identificar que, superando as falhas de instrução por parte da Secretaria da Educação do Estado de São Paulo e da Diretoria de Ensino no trabalho com as diretrizes estabelecidas, as interações realizadas possibilitaram a construção de subsídios para o aprimoramento de ações de acompanhamento e avaliação da atuação docente, em particular do professor de Física, uma vez que se trata da área que se tem informações a partir dessa investigação.
The aim of this research is to characterize the scope of collaborative activities for the development of professional knowledge by a physics teacher and by a coordinating teacher in the area of Natural Sciences and Mathematics, in the context of the "São Paulo do School" Program. In order to do so, we try to answer the following research problem: In what aspects does the Physics teacher and the coordinating teacher of the Natural Sciences and Mathematics area of a State Public School develop professional knowledge from collaborative activities planned in the context of the "São Paulo do School" Program? Considering the nature of the information collected for this research, the research is classified as qualitative in nature. The following sources were used: subjects (Physics teacher of the High School and coordinating teacher of the Natural Sciences and Mathematics area of a School of Basic Education of the State Public School Network) and spaces (classes taught by a professor of Physics of the High School of a School of Basic Education of the State Public School Network and meeting between professor of Physics and teacher coordinator of the Natural Sciences and Mathematics area). The instruments for collecting information in these sources were semi-structured interviews and observations. The research was developed from different phases and stages of information collection. Through the analysis of this information collected, we can affirm that adherence to educational policy does not prove sufficient for the development of professional repertoires related to the guidelines established by the Program. Thus, it was necessary to establish collaborative activities, through the intermediary of the researcher, that could contribute to the development of professional knowledge. Faced with the interactions proposed and accomplished, PCA gave indications of being in the process of developing this professional knowledge. Although incipient, it was possible to identify that, overcoming the failures of instruction by the SEE/SP and the Teaching Board in working with established guidelines, the interactions made possible the construction of subsidies for the improvement of follow-up actions and evaluation of the teaching performance, in particular of the physics teacher, since it is the area that has information from this investigation.
The aim of this research is to characterize the scope of collaborative activities for the development of professional knowledge by a physics teacher and by a coordinating teacher in the area of Natural Sciences and Mathematics, in the context of the "São Paulo do School" Program. In order to do so, we try to answer the following research problem: In what aspects does the Physics teacher and the coordinating teacher of the Natural Sciences and Mathematics area of a State Public School develop professional knowledge from collaborative activities planned in the context of the "São Paulo do School" Program? Considering the nature of the information collected for this research, the research is classified as qualitative in nature. The following sources were used: subjects (Physics teacher of the High School and coordinating teacher of the Natural Sciences and Mathematics area of a School of Basic Education of the State Public School Network) and spaces (classes taught by a professor of Physics of the High School of a School of Basic Education of the State Public School Network and meeting between professor of Physics and teacher coordinator of the Natural Sciences and Mathematics area). The instruments for collecting information in these sources were semi-structured interviews and observations. The research was developed from different phases and stages of information collection. Through the analysis of this information collected, we can affirm that adherence to educational policy does not prove sufficient for the development of professional repertoires related to the guidelines established by the Program. Thus, it was necessary to establish collaborative activities, through the intermediary of the researcher, that could contribute to the development of professional knowledge. Faced with the interactions proposed and accomplished, PCA gave indications of being in the process of developing this professional knowledge. Although incipient, it was possible to identify that, overcoming the failures of instruction by the SEE/SP and the Teaching Board in working with established guidelines, the interactions made possible the construction of subsidies for the improvement of follow-up actions and evaluation of the teaching performance, in particular of the physics teacher, since it is the area that has information from this investigation.
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Palavras-chave
Programa “São Paulo faz Escola”, Atuação docente, Desenvolvimento de conhecimento profissional, Ensino de física, Ensino médio, "São Paulo do School" Program, Teaching performance, Professional knowledge development, Teaching of physics, Secondary education