PEC formação universitária: análise e discussão dos novos modelos formativos do Estado de São Paulo
Carregando...
Data
2007-08-24
Autores
Lourençon, Bárbara Negrini [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O trabalho aqui apresentado preocupa-se em compreender os caminhos da política destinada à formação de professores das séries iniciais do ensino fundamental em nível superior. Para abordar esta questão de forma um pouco mais concreta, delineamos o objeto de pesquisa acerca do Programa PEC Formação Universitária sob a perspectiva de tratar-se de um novo modelo de política de formação de professores. A análise do referido Programa torna-se pertinente por ter sido pioneiro no Estado de São Paulo em oferecer formação em nível superior em caráter especial de formação em exercício e pela abrangência em termos de números de professores atendidos. Vale ressaltar ainda que o Programa tornou-se referência para criação de cursos similares. Este trabalho partiu de questões iniciais como: Propostas como esta estão elaboradas sob quais elementos fundadores? Quais são seus pressupostos teóricos e metodológicos? Em qual contexto estão inseridas tais propostas? As políticas que propõem a formação de professores para as séries iniciais do ensino fundamental, priorizando os aspectos práticos do trabalho docente em detrimento de uma formação que contemple de maneira sólida os fundamentos da educação, podem ser entendidas como um fator de melhoria da qualidade de ensino? Essas propostas oferecem vantagens? Trazem desvantagens? Neste sentido, o trabalho desenvolveu-se através da análise dos documentos fundadores do Programa e também de um documento avaliativo emitido pela Fundação Carlos Chagas. É importante considerar também o contexto da reforma de Estado no Brasil levada a cabo a partir da década de 1990 e em que medida tal fato vem influenciando a gestão de políticas públicas educacionais, especialmente na formação de professores para o citado nível de ensino. A análise do material estudado apontou que...
The paper presented hereby worries about understanding the paths of the politics bound to graduated professor formation, to work with the first grades in comprehensive school. In order to approach the matter through a more concrete view, we set the research object as the University Formation Program (PEC), under the perspective of this being a new professor formation politics model. The analysis of this Program becomes pertinent by being a pioneer in the state of São Paulo, in offering graduate formation in specal character of formation while in practice, and by the comprehension in terms of number of attending professors. It is still worth to remark that the Program became reference for the creation of similar courses. This paper started up on primary questions, such as: Proposals like these are elaborated under which founding elements? In what context are these proposals inserted? What are its theoretical and methodological pre-estimations? The politics which propose the professor formation for the first grades of comprehensive school, giving priority to the practical aspects of the teaching job, and not a formation that contemplates in a solid way the education beddings, may be understood as a factor of improvement in teaching quality? Do these proposals offer advantages? Do they bring advantages? Hence, the paper developed through the analysis of documents which establish the Program, and an evaluation document as well, released by Fundação Carlos Chagas. It is also important to consider the context of the State Reform in Brazil, accomplished from the 90‟s on, and in what ways the fact has had influence on educational public politics management, specially for the formation of professors to work with the mentioned grades. The analysis of the material indicated that the Program was able to promote changes in the... (Complete abstract click electronic access below)
The paper presented hereby worries about understanding the paths of the politics bound to graduated professor formation, to work with the first grades in comprehensive school. In order to approach the matter through a more concrete view, we set the research object as the University Formation Program (PEC), under the perspective of this being a new professor formation politics model. The analysis of this Program becomes pertinent by being a pioneer in the state of São Paulo, in offering graduate formation in specal character of formation while in practice, and by the comprehension in terms of number of attending professors. It is still worth to remark that the Program became reference for the creation of similar courses. This paper started up on primary questions, such as: Proposals like these are elaborated under which founding elements? In what context are these proposals inserted? What are its theoretical and methodological pre-estimations? The politics which propose the professor formation for the first grades of comprehensive school, giving priority to the practical aspects of the teaching job, and not a formation that contemplates in a solid way the education beddings, may be understood as a factor of improvement in teaching quality? Do these proposals offer advantages? Do they bring advantages? Hence, the paper developed through the analysis of documents which establish the Program, and an evaluation document as well, released by Fundação Carlos Chagas. It is also important to consider the context of the State Reform in Brazil, accomplished from the 90‟s on, and in what ways the fact has had influence on educational public politics management, specially for the formation of professors to work with the mentioned grades. The analysis of the material indicated that the Program was able to promote changes in the... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Universidades e faculdades - Avaliação, Professores - Formação, Education
Como citar
LOURENÇON, Bárbara Negrini. PEC formação universitária: análise e discussão dos novos modelos formativos do Estado de São Paulo. 2007. 210 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências e Letras de Araraquara, 2007.