Formação continuada em serviço e prática docente em um município de pequeno porte no estado de Mato Grosso do Sul
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2024-03-11
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Universidade Estadual Paulista (Unesp)
Resumo
Essa dissertação de mestrado está vinculada à Linha de Pesquisa 4 “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública” do Programa de Pós‐Graduação em Educação (PPGE) e ao Grupo de Estudo e Pesquisas sobre a Escola Pública e os Profissionais da Educação (GEPEPPE) da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista, campus de Presidente Prudente (FCT/UNESP). A pesquisa surgiu a partir de experiências da pesquisadora como gestora, coordenadora e professora, que observou fragilidades nos programas de formação continuada em serviço ofertados para os docentes das escolas públicas municipais. Diante disso, delineou-se como problema de pesquisa: quais aspectos são mais relevantes no planejamento de um programa de formação continuada em serviço para que este, de fato, contribua para a prática docente? Tinha como objetivo geral refletir sobre as contribuições da formação continuada em serviço para a prática docente, tomando por base as vivências dos professores que atuam na escola pública nos anos iniciais do ensino fundamental (AIEF). Os objetivos específicos foram: a) compreender a concepção de “formação continuada em serviço” nas pesquisas e legislações nacionais; b) identificar e descrever os programas de formação continuada em serviço na rede municipal investigada, no período de 2013 a 2022; c) caracterizar a escola pesquisada e d) descrever, de acordo com as vivências dos professores da rede pública municipal, qual modelo de programa de formação continuada mais contribuiu para as suas práticas pedagógicas. Dentro da abordagem qualitativa, utilizamos como instrumento de coleta de dados a pesquisa bibliográfica, a partir da seleção de trabalhos já desenvolvidos com a temática; a análise de documentos que regulamentaram os programas de formação continuada no município de Santa Rita do Pardo - pelo governo federal, o Pacto Nacional Pela Alfabetização na Idade Certa; pelo governo estadual, a Implementação do Currículo do Mato Grosso do Sul; e, pelo governo municipal, a Ação-Intervenção - e a entrevista reflexiva, realizada com 7 professoras pertencentes ao quadro efetivo municipal. Constatamos que a formação continuada em serviço é um dispositivo importante que efetivamente contribui com a prática docente em sala de aula e que os programas ofertados pelo município tiveram relevância para os professores no que diz respeito à articulação entre teoria e prática. Identificamos como fragilidades a ausência de uma proposta formativa que considerasse o contexto de atuação e as necessidades das professoras em exercício, visto que um programa de formação continuada em serviço precisa ser pensado a partir da realidade vivenciada no cotidiano escolar, bem como ter formadores que realmente conheçam os desafios e as possibilidades de atuação docente na escola pública. Ou seja, para que a formação provoque mudanças na prática docente, faz-se necessário que os programas e os formadores considerem o contexto escolar.
This master’s dissertation is linked to Research Line 4 “Teacher Education, Educational Policies and Public School” of the Graduate Program in Education (PPGE) and the Study and Research Group on Public School and Teachers (GEPEPPE) of the Faculty of Science and Technology of São Paulo State University, Presidente Prudente campus (FCT/UNESP). The research emerged from the researcher’s experiences as a manager, coordinator, and teacher, who observed weaknesses in the ongoing, in-service training programs offered to teacher in municipal public schools. In light of this, the research problem was outlined as follows: what aspects are most relevant in the planning of an ongoing, in-service training program so that it actually contributes to teaching practice? The general objective was to reflect on the contributions of ongoing, in-service training to teaching practice, based on the experiences of teachers working in public school in the early years of elementary education. The specific objectives were: a) to understand the concept of “ongoing, in-service training” in national research and legislation; b) to identify and describe ongoing, in-service training programs in the municipal network under investigation, from 2013 to 2022; c) to characterize the research school; d) to describe, according to the experiences of teachers in the municipal public network, which model of ongoing, in-service training program contributed most to their pedagogical practices. Within the qualitative approach, we used bibliographic research as a data collection instrument, based on the selection of works already developed on the topic; analysis of documents that regulated ongoing, in-service training programs in the municipality of Santa Rita do Pardo – by the federal government, the Implementation of the Curriculum of Mato Grosso do Sul; an by the municipal government, the Action-Intervention – and the reflective interview, conducted with 7 teachers belonging to the municipal effective staff. We found that ongoing, in-service training is an important device that effectively contribute to teaching practice in the classroom and that the programs offered by the municipality were relevant to teachers regarding the articulation between theory and practice. We identified as weaknesses the absence of a formative proposal that considered the context of action ad the needs of teachers in practice, since an ongoing, in-service training program needs to be designed based on the reality experienced in the daily school routine, as well as having trainers who truly understand the challenges and possibilities of teaching practice in public schools. In other words, for training to provoke changes in teaching practice, it is necessary for the programs and trainers to consider the school context.
This master’s dissertation is linked to Research Line 4 “Teacher Education, Educational Policies and Public School” of the Graduate Program in Education (PPGE) and the Study and Research Group on Public School and Teachers (GEPEPPE) of the Faculty of Science and Technology of São Paulo State University, Presidente Prudente campus (FCT/UNESP). The research emerged from the researcher’s experiences as a manager, coordinator, and teacher, who observed weaknesses in the ongoing, in-service training programs offered to teacher in municipal public schools. In light of this, the research problem was outlined as follows: what aspects are most relevant in the planning of an ongoing, in-service training program so that it actually contributes to teaching practice? The general objective was to reflect on the contributions of ongoing, in-service training to teaching practice, based on the experiences of teachers working in public school in the early years of elementary education. The specific objectives were: a) to understand the concept of “ongoing, in-service training” in national research and legislation; b) to identify and describe ongoing, in-service training programs in the municipal network under investigation, from 2013 to 2022; c) to characterize the research school; d) to describe, according to the experiences of teachers in the municipal public network, which model of ongoing, in-service training program contributed most to their pedagogical practices. Within the qualitative approach, we used bibliographic research as a data collection instrument, based on the selection of works already developed on the topic; analysis of documents that regulated ongoing, in-service training programs in the municipality of Santa Rita do Pardo – by the federal government, the Implementation of the Curriculum of Mato Grosso do Sul; an by the municipal government, the Action-Intervention – and the reflective interview, conducted with 7 teachers belonging to the municipal effective staff. We found that ongoing, in-service training is an important device that effectively contribute to teaching practice in the classroom and that the programs offered by the municipality were relevant to teachers regarding the articulation between theory and practice. We identified as weaknesses the absence of a formative proposal that considered the context of action ad the needs of teachers in practice, since an ongoing, in-service training program needs to be designed based on the reality experienced in the daily school routine, as well as having trainers who truly understand the challenges and possibilities of teaching practice in public schools. In other words, for training to provoke changes in teaching practice, it is necessary for the programs and trainers to consider the school context.
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Palavras-chave
Formação continuada, Práticas pedagógicas, Escola pública, Programa de formação continuada, Continuing education, Pedagogical practices, Public school, Continuing education programs
Como citar
SILVA, Kátia Cristina da. Formação continuada em serviço e prática docente em um município de pequeno porte no estado de Mato Grosso do Sul. Orientador: Vanda Moreira Machado Lima. 2024. 128 f. Dissertação (Mestrado em Educação) - Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, Presidente Prudente, 2024.