Formação continuada dos professores atuantes na escola no campo
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Data
2020-08-26
Autores
Degrande, Deize Heloiza Silva [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa está vinculada à Linha 4 - Formação de profissionais da educação, políticas públicas e escola pública no âmbito do Programa de Pós-graduação em Educação – Mestrado, da Universidade Estadual Paulista “Júlio Mesquita Filho” em Presidente Prudente/SP, cujo objetivo visa analisar como os professores do campo entendem suas necessidades formativas. Procuramos responder as seguintes indagações: Como tem ocorrido o processo de formação continuada dos professores das escolas públicas do campo? Quais são suas necessidades de formação continuada? Nosso referencial teórico aborda conceitos sobre: Educação do Campo, formação continuada de professores e necessidades formativas, a partir de estudos realizados por Araújo (2000), Arroyo (2004), Bardin (2011, 2016), Caldart (2008), Camacho (2014, 2017), Fernandes, Cerioli; Caldart (2009), Freire (1983, 2013), Ferry (2008), Gatti (2002, 2008), Gohn (2011), Imbernón (2004), Molina (2011), Molina; Sá (2012), Nóvoa (2017, 2000), Rios (2008), Rodrigues (2006), Rodrigues; Esteves (1993), Saviani (1997), Silva (2006), Oliveira; Campos (2012), Libâneo (2012), Yamashiro (2014), entre outros. Considerando tais questões, adotamos como metodologia a pesquisa qualitativa, do tipo descritivo, utilizando como procedimento para coleta de dados a entrevista semiestruturada, realizada com cinco professoras da escola “Luiza Maria da Cruz”, com a finalidade de obter informações sobre o perfil dos professores do campo e sobre como ocorre à formação continuada neste local. Os resultados obtidos mediante a Análise de Conteúdo (BARDIN, 2011) permitiu-nos refletir sobre as necessidades de formação dos professores atuantes no campo, o desenvolvimento da identidade em ser professor do campo, a importância do contato com a comunidade, e com os saberes culturais, históricos e sociais que fundamentam a função do professor nestes locais, além de abordarmos as dificuldades de garantia de políticas educacionais para a formação continuada dos docentes atuantes nas escolas públicas do campo. Por fim, concluímos que a escola do campo requer professores que disponham de uma formação mais abrangente, de forma que consigam como mediadores da transformação social, possibilitar a superação dos processos de acumulação de capital econômico.
This research is linked to Line 4 - Training of professionals in education, public policies and public schools within the scope of the Postgraduate Program in Education - Master, of Universidade Estadual Paulista “Júlio Mesquita Filho” in Presidente Prudente, whose objective is to analyze how teachers of Elementary and Secondary Education at the State School “Luiza Maria da Cruz” from the city of Andradina / SP understands their training needs. We tried to answer the following questions: How has the process of continuing education of teachers in public schools in the countryside taken place? What are your continuing education needs? Our theoretical framework addresses concepts about: Field Education, continuing teacher education and training needs, based on studies carried out by Araújo (2000), Arroyo (2004), Bardin (2011, 2016), Caldart (2008), Camacho (2014, 2017 ), Fernandes, Cerioli; Caldart (2009), Freire (1983, 2013), Ferry (2008) Gatti (2002, 2008), Gohn (2011), Imbernón (2004), Molina (2011), Molina; Sá (2012), Nóvoa (2017, 2000), Rios (2008), Rodrigues (2006), Rodrigues; Esteves (1993), Saviani (1997), Silva (2006), Oliveira; Campos (2012), Libâneo (2012), Yamashiro (2014), among others. Considering such questions, we adopted as methodology the qualitative research, of the descriptive type, using as a procedure for data collection the semi-structured interview, carried out with five teachers of the referred school, with the purpose of obtaining information about the profile of the teachers of the field and their experiences of continuing education. The results obtained through Content Analysis (BARDIN, 2011) allowed us to reflect on the training needs of teachers working in schools in the field, the development of identity in being a teacher in the field, the importance of contact with the community, and with the cultural, historical and social knowledge that underlies the role of the teacher in these places, in addition to addressing the difficulties of guaranteeing educational policies for the continuing education of teachers working in public schools in the countryside. Finally, we conclude that the field school requires teachers who have a more comprehensive education, so that they can, as a mediator of social transformation, overcome the processes of accumulation of economic capital.
This research is linked to Line 4 - Training of professionals in education, public policies and public schools within the scope of the Postgraduate Program in Education - Master, of Universidade Estadual Paulista “Júlio Mesquita Filho” in Presidente Prudente, whose objective is to analyze how teachers of Elementary and Secondary Education at the State School “Luiza Maria da Cruz” from the city of Andradina / SP understands their training needs. We tried to answer the following questions: How has the process of continuing education of teachers in public schools in the countryside taken place? What are your continuing education needs? Our theoretical framework addresses concepts about: Field Education, continuing teacher education and training needs, based on studies carried out by Araújo (2000), Arroyo (2004), Bardin (2011, 2016), Caldart (2008), Camacho (2014, 2017 ), Fernandes, Cerioli; Caldart (2009), Freire (1983, 2013), Ferry (2008) Gatti (2002, 2008), Gohn (2011), Imbernón (2004), Molina (2011), Molina; Sá (2012), Nóvoa (2017, 2000), Rios (2008), Rodrigues (2006), Rodrigues; Esteves (1993), Saviani (1997), Silva (2006), Oliveira; Campos (2012), Libâneo (2012), Yamashiro (2014), among others. Considering such questions, we adopted as methodology the qualitative research, of the descriptive type, using as a procedure for data collection the semi-structured interview, carried out with five teachers of the referred school, with the purpose of obtaining information about the profile of the teachers of the field and their experiences of continuing education. The results obtained through Content Analysis (BARDIN, 2011) allowed us to reflect on the training needs of teachers working in schools in the field, the development of identity in being a teacher in the field, the importance of contact with the community, and with the cultural, historical and social knowledge that underlies the role of the teacher in these places, in addition to addressing the difficulties of guaranteeing educational policies for the continuing education of teachers working in public schools in the countryside. Finally, we conclude that the field school requires teachers who have a more comprehensive education, so that they can, as a mediator of social transformation, overcome the processes of accumulation of economic capital.
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Palavras-chave
Educação do campo, Formação continuada de professores, Necessidades formativas, Education in the field, Continuing teacher education, Formative needs