Necessidades formativas docentes: construção de uma formação contínua significativa
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2022-11-21
Autores
Fonseca, Tays
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Universidade Estadual Paulista (Unesp)
Resumo
Nesta presente pesquisa de mestrado, vinculada ao Programa de Pós Graduação em Educação da Faculdade de Ciências e Tecnologia- Unesp, na linha 4 “Formação dos profissionais da educação, políticas educativas e escola pública”, o problema da investigação é: o que os docentes que atuam em uma escola pública estadual de anos finais do Ensino Fundamental desejam de um Programa de Formação Contínua em Serviço? Para tanto, o objetivo geral consiste em refletir sobre a formação contínua em serviço, a partir dos professores que atuam nos anos finais do Ensino Fundamental (6 aos 9 anos) de uma escola da educação básica da Rede Estadual de Mato Grosso do Sul na cidade de Três Lagoas, MS. Os objetivos específicos são: definir o conceito de formação contínua em serviço, compreender a normatização para alguns aspectos da formação contínua em serviço na legislação e em documentos oficiais em âmbito nacional e no estado pesquisado; caracterizar o perfil dos professores atuantes nesta unidade escolar específica; identificar as condições de trabalho docente e as expectativas acerca dos encontros de formação contínua a partir do contexto escolar, bem como mapear princípios gerais que possam colaborar para a organização de encontros mais significativos. Na construção do referencial teórico, foram desenvolvidos principalmente estudos sobre os condicionantes sócio-históricos, o papel da escola pública e do professor, formação e formação contínua em serviço. A abordagem qualitativa foi escolhida para nortear a investigação, fazendo uso da pesquisa bibliográfica, da análise documental, do questionário e do grupo focal como instrumentos metodológicos de construção da posição teórica, da coleta e de análise dos dados. A pesquisa bibliográfica foi desenvolvida com as produções acadêmicas sobre formação contínua em serviço de professores, utilizando a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). Realizamos a análise documental na legislação (LDB/96, Resoluções do CNE, Leis Federais e Estaduais e PNE 2014-2024), no Censo Escolar Brasileiro da Educação Básica de 2021, na Avaliação Institucional Interna da escola investigada e em seu Projeto Político Pedagógico. O questionário foi aplicado em 2021 aos 26 (vinte e seis) professores da escola pesquisada para traçar o perfil docente e convidar os sujeitos para a próxima etapa da pesquisa. O grupo focal foi realizado com 8 (oito) professores, que discutiram os temas em forma de entrevista coletiva, refletindo sobre a contribuição da formação contínua em serviço para o seu desenvolvimento pessoal, profissional e organizacional da escola (NÓVOA, 1992). Os resultados apontam que a formação contínua, muitas vezes, não atende às expectativas docentes, pois suas necessidades formativas evoluem juntamente com as permanentes mudanças do contexto educacional. Por conseguinte, diversos temas e metodologias ficam aquém das expectativas, contribuindo apenas para mudanças pontuais e para a sensação de que, nas palavras dos sujeitos, “perde-se muito tempo”. Faz-se urgente a construção de programas de formação contínua em serviço que partam de um diagnóstico dos interesses docentes, que apresentem uma linha com temáticas de estudos coerentes e sequenciados, que possam servir de apoio à melhoria da práxis pedagógica e que, ao final, resultem em certificação aos seus participantes.
This paper written in the Postgraduate Program in Education of the School of Scienc es and Technology Unesp, in the fo urth field of s tudies named "Education pro fess ionals' teachers training, ed ucational policies and public school", presents the following question : what do teachers who work in a state public school in the final years o f the secondary school wish from an in service teach ers’ e ducation al training ? To answer that , the a im is to think about the in service teachers educati onal traini ng, from the perspective of these public elementary state school teachers ( from 6th to 9th gr ades) of a school in Três Lag oas city, in the s tate of Mato Grosso do Sul MS The specific go als are: to define the concept of in service teachers educ ational training , to verify some of its aspects according to the laws for the subject in the Brazilian legislation with national and state official docume nts; to describe the profile of the teachers who work in this specific scho o l; to identify the t e achers' working conditions a nd expect ation s about in service teachers’ education al meetings at school , as w ell as to find general themes that can collaborate to the organization of more meaningful meetings. T he theoretica l frame was m ainly composed by st u dies about the s ocio hist orica l conditioning factors, the role of the public school and the teacher s, teache rs’ training and in service educational teachers’ t raining. The qualitative approach was chosen to guide the inves tigation thro ugh bibliographic re s earch, document analysis, a qu estionnaire, and a focus group as methodological tools for building the theore tical position, data collection, and data analysis. The bibliographical research was developed by checking academi c productions about continuous in service teacher s trainin g To this purpose, we used t he Brazilian Digital Library of Theses and Dissertatio ns (BDTD) BDTD). We carried out the documental analysis b ased on several laws (LDB/96, Resol utions from the CNE, Federal and State La ws and on the PNE 20 1 4 2024 )), o n the Brazilian Scho ol Census of Basic Education 2021, o n the Internal Institutional Evaluation of the school, o n its Political Pedagogical Project a nd o n the " Questionnaire 2021 ", specifically written for th is investigation. The questionnaire w a s a nswered by th e 26 (tw enty s ix) teachers of the school to outline the teaching profile and invite the m to take part in the focus group . Eight teachers volunt eered to discuss the themes in a collective interview, reflecting on the con tr ibution of in serv i ce teachers’ tra ining to their personal, professional, and organizational development at school (N ÓVOA , 1992 ). The results indicate that, most of the times, sc hool training courses do not meet the teachers' expectations, as their f orma tive needs evolve wi t h the change s of t he educa tional context. Therefore , several themes and methodologies of the meetings end up falling short of expectations, making only occasio nal educational changes and the feeling remains as , in the w ords of the part icipants, it is a w a ste of time"time". I t is very n ecessary to build up in service training programs that start from a diagnosis of t he teachers' interests, which present a line with c oherent and sequenced study themes which may serve as a real support for t he improvement of the t each ers’ perfor man ce in class es and , at the end, will be a ble to certificate the participants.
This paper written in the Postgraduate Program in Education of the School of Scienc es and Technology Unesp, in the fo urth field of s tudies named "Education pro fess ionals' teachers training, ed ucational policies and public school", presents the following question : what do teachers who work in a state public school in the final years o f the secondary school wish from an in service teach ers’ e ducation al training ? To answer that , the a im is to think about the in service teachers educati onal traini ng, from the perspective of these public elementary state school teachers ( from 6th to 9th gr ades) of a school in Três Lag oas city, in the s tate of Mato Grosso do Sul MS The specific go als are: to define the concept of in service teachers educ ational training , to verify some of its aspects according to the laws for the subject in the Brazilian legislation with national and state official docume nts; to describe the profile of the teachers who work in this specific scho o l; to identify the t e achers' working conditions a nd expect ation s about in service teachers’ education al meetings at school , as w ell as to find general themes that can collaborate to the organization of more meaningful meetings. T he theoretica l frame was m ainly composed by st u dies about the s ocio hist orica l conditioning factors, the role of the public school and the teacher s, teache rs’ training and in service educational teachers’ t raining. The qualitative approach was chosen to guide the inves tigation thro ugh bibliographic re s earch, document analysis, a qu estionnaire, and a focus group as methodological tools for building the theore tical position, data collection, and data analysis. The bibliographical research was developed by checking academi c productions about continuous in service teacher s trainin g To this purpose, we used t he Brazilian Digital Library of Theses and Dissertatio ns (BDTD) BDTD). We carried out the documental analysis b ased on several laws (LDB/96, Resol utions from the CNE, Federal and State La ws and on the PNE 20 1 4 2024 )), o n the Brazilian Scho ol Census of Basic Education 2021, o n the Internal Institutional Evaluation of the school, o n its Political Pedagogical Project a nd o n the " Questionnaire 2021 ", specifically written for th is investigation. The questionnaire w a s a nswered by th e 26 (tw enty s ix) teachers of the school to outline the teaching profile and invite the m to take part in the focus group . Eight teachers volunt eered to discuss the themes in a collective interview, reflecting on the con tr ibution of in serv i ce teachers’ tra ining to their personal, professional, and organizational development at school (N ÓVOA , 1992 ). The results indicate that, most of the times, sc hool training courses do not meet the teachers' expectations, as their f orma tive needs evolve wi t h the change s of t he educa tional context. Therefore , several themes and methodologies of the meetings end up falling short of expectations, making only occasio nal educational changes and the feeling remains as , in the w ords of the part icipants, it is a w a ste of time"time". I t is very n ecessary to build up in service training programs that start from a diagnosis of t he teachers' interests, which present a line with c oherent and sequenced study themes which may serve as a real support for t he improvement of the t each ers’ perfor man ce in class es and , at the end, will be a ble to certificate the participants.
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Palavras-chave
Necessidades formativas, Docentes, Formação contínua em serviço, Anos finais, Ensino fundamental II, Formative needs, Teachers, In service teachers’ training, Final years, Secondary school