A tematização da prática na formação continuada de professores de ciências de uma escola pública de ensino integral
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Data
2021-07-08
Autores
Gaiarin, Miriam Dal Bello Barbosa
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A formação continuada é um direito dos profissionais da educação, inserido à cultura escolar com objetivo de assegurar a qualidade de ensino e de aprendizagem. Para apoiar este processo, o Programa de Ensino Integral (PEI), da Secretaria de Educação do Estado de São Paulo, considera desde 2012, a formação continuada como uma das suas cinco premissas. As escolas pertencentes a este programa possuem diversos lugares e tempos para realização da formação continuada: o Horário de Trabalho Pedagógico Coletivo (HTPC), o Horário de Trabalho Pedagógico por Área (HTPCA) e o Horário de Estudo (HE). Para isso, conta com a atuação do Professor Coordenador Geral (PCG) e dos Professores Coordenadores de Área (PCA). Outro diferencial relevante são as orientações sobre o desenvolvimento da formação das equipes do PEI, que sugere algumas estratégias formativas, tal qual a Tematização da Prática Pedagógica. Assim, a presente pesquisa tem como objetivo analisar a Tematização da Prática Pedagógica como estratégia de formação continuada e verificar seus efeitos na prática pedagógica dos professores de Ciências de uma escola estadual de ensino integral. A pesquisa adotou caráter qualitativo, se caracterizou como uma pesquisa de natureza interventiva, à medida que a pesquisadora foi a investigadora e a própria formadora. Para isso, a primeira etapa do estudo considerou a participação dos professores no questionário diagnóstico e entrevista com o PCA da área de Ciências da Natureza, com intuito de diagnosticar as dificuldades e necessidades formativas dos professores de Ciências. Posteriormente, foi implementada a intervenção Tematização da Prática Pedagógica que teve como escopo confirmar as necessidades formativas dos professores participantes e identificar as possibilidades e limites da estratégia formativa. Para a execução da Tematização da Prática Pedagógica foi realizada a observação de aulas e registros escritos em protocolo próprio e filmagem. Também foi praticada a discussão em grupo para que os participantes pudessem refletir com os pares e ampliar seus conhecimentos a respeito da prática pedagógica. Na terceira etapa, a partir do questionário final, foram coletadas as impressões dos professores sobre os efeitos da Tematização da Prática Pedagógica. Para analisar os dados, adotamos a descrição da participação dos professores na ação de formação continuada, escrutinando, sintetizando e interpretando os relatos com base nos referenciais teóricos. Na interface das três etapas foi possível constatar que a Tematização da Prática Pedagógica, a partir da reflexão da própria prática, possibilita compreender e aprimorar a prática pedagógica, isto é, ponderar o que aconteceu durante as aulas, constatando acertos/erros e intervindo de forma a melhorar o ensino e a aprendizagem. Em relação aos limites dessa estratégia formativa, o resultado permite afirmar que a ampliação de tempo de permanência dos professores na escola proposto pelo Programa Ensino Integral, ainda, não é suficiente para realização e apropriação da formação continuada pelos profissionais, visto que as atividades da sua função são muitas e novas demandas emergiram com o ensino remoto.
The continued education is a right of the Education Professionals, inserted in the school culture with the objective of securing the qualitative of teaching and learning. To support this process, the Integral Education Program (IEP), of São Paulo State Education Secretary, consider since 2012, the continued formation as one of five premises. The schools that belongs in this program, have several places and time to carrying out the continued education: the Collective Pedagogical Work Schedule (CPWS), the Pedagogical Work Schedule by Area (PWSA) and the Study Schedule (SS). For this, it counts on the performance of the General Coordinating Professor (GCP) and the Area Coordinating Professors (ACP). Another relevant differential, are the orientation about development of the formation of the teams of the IEP, which suggests some training strategies, such as Thematization of Pedagogical Practice. Thus, the present research aims to analyze the Thematization of Pedagogical Practice as a strategy for continued education and to verify its effects on the pedagogical practice of Science teachers at a state school of integral education. The research adopted a qualitative character, characterized as an interventional research, as the researcher will be the investigator and your own trainer. For this, the first step to the study considered the participation of teachers in the diagnostic questionnaire and interview with the ACP of the Natural Sciences area, with the intent to diagnose the difficulties and necessities of the teachers training. For the execution of the Thematization of Pedagogical Practice, classroom observation and a written records were carried out in a proper protocol and filming. Group discussion was also practiced, so that the participants could reflect with peers and expand their knowledge about pedagogical practice. In the third stage, from the final questionnaire, the teachers' impressions about the effects of the Thematization of Pedagogical Practice were collected. To analyze the data, we adopted the description of the participation of teachers in the action of continuing education, scrutinizing, synthesizing and interpreting the reports based on theoretical references. In the interface of the three stages was possible to verify that the Thematization of Pedagogical Practice, based on the reflection of the practice itself, makes it possible to understand and improve the pedagogical practice, that is, to consider what happened during the classes, noting successes/errors and intervening in order to improve teaching and learning. Regarding the limits of this training strategy, the result allows us to state that the extension of the length of the time teachers remain in the school proposed by the Integral Education Program is still not sufficient for the realization and appropriation of continued education by professionals, since the activities of its function are many, and new demands have emerged with remote learning.
The continued education is a right of the Education Professionals, inserted in the school culture with the objective of securing the qualitative of teaching and learning. To support this process, the Integral Education Program (IEP), of São Paulo State Education Secretary, consider since 2012, the continued formation as one of five premises. The schools that belongs in this program, have several places and time to carrying out the continued education: the Collective Pedagogical Work Schedule (CPWS), the Pedagogical Work Schedule by Area (PWSA) and the Study Schedule (SS). For this, it counts on the performance of the General Coordinating Professor (GCP) and the Area Coordinating Professors (ACP). Another relevant differential, are the orientation about development of the formation of the teams of the IEP, which suggests some training strategies, such as Thematization of Pedagogical Practice. Thus, the present research aims to analyze the Thematization of Pedagogical Practice as a strategy for continued education and to verify its effects on the pedagogical practice of Science teachers at a state school of integral education. The research adopted a qualitative character, characterized as an interventional research, as the researcher will be the investigator and your own trainer. For this, the first step to the study considered the participation of teachers in the diagnostic questionnaire and interview with the ACP of the Natural Sciences area, with the intent to diagnose the difficulties and necessities of the teachers training. For the execution of the Thematization of Pedagogical Practice, classroom observation and a written records were carried out in a proper protocol and filming. Group discussion was also practiced, so that the participants could reflect with peers and expand their knowledge about pedagogical practice. In the third stage, from the final questionnaire, the teachers' impressions about the effects of the Thematization of Pedagogical Practice were collected. To analyze the data, we adopted the description of the participation of teachers in the action of continuing education, scrutinizing, synthesizing and interpreting the reports based on theoretical references. In the interface of the three stages was possible to verify that the Thematization of Pedagogical Practice, based on the reflection of the practice itself, makes it possible to understand and improve the pedagogical practice, that is, to consider what happened during the classes, noting successes/errors and intervening in order to improve teaching and learning. Regarding the limits of this training strategy, the result allows us to state that the extension of the length of the time teachers remain in the school proposed by the Integral Education Program is still not sufficient for the realization and appropriation of continued education by professionals, since the activities of its function are many, and new demands have emerged with remote learning.
Descrição
Palavras-chave
Formação de professores, Ciência ensino e estudo, Prática, Pedagogia