Professores leigos em Rondônia: entre sonhos e oportunidades, a formação e profissionalização docente - um estudo de caso - o PROHACAP
Arquivos
Data
2011-01-25
Autores
Borges, Celio Jose [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa analisa a formação de professores leigos no Estado de Rondônia - Amazônia–Brasil, e a sua profissionalização no âmbito das contribuições geradas pelas políticas públicas, em particular o programa PROHACAP, a partir da percepção dos mesmos e dos seus professores formadores. Nesse programa foram mobilizados, conforme os dados oficiais, 509 professores-formadores e atendidos 8.440(oito mil quatrocentos e quarenta) professores-alunos, distribuídos em 8 cursos de licenciaturas, localizados em 4 polos geograficamente distintos sendo os cursos oferecidos estrategicamente em 33 municipios sedes. Este trabalho foi realizado em todo o Estado de Rondônia e seus objetivos consistiram em identificar as percepções dos professores sobre sua formação e profissionalização no âmbito das diretrizes das políticas de formação de professores. É uma pesquisa qualitativa, do tipo estudo de caso, porém com suportes quantitativos. Em sua estrutura teórica abrangeu prioritariamente aspectos relacionados ao professor e à profissionalização docente; ao Estado de Rondônia e à universidade. Nos procedimentos metodológicos, além da aplicação de 02 questionários abertos, para 898 respondentes, foi realizada também pesquisa documental. E como recursos, para a definição de categorias e análise de dados, foi utilizada a análise de conteúdos e o Softwer-SPSS 16.0, tendo sido geradas no processo de tratamento de dados aproximadamente 36.000 respostas. Como resultados mais expressivos, ainda que o projeto do programa tenha sido bastante consistente, destaca-se: a ausência de registros específicos sobre planejamento pedagógico e avaliações institucionais do programa, seja interna ou externa; elevado grau de satisfação dos professores habilitados...
This research examines the formation of lay teachers in the state of Rondonia - Amazonia, Brazil, and his professionalism in the context of contributions generated by public policies, especially in the program PROHACAP from the nurses' perception of their former teachers. In this program have been deployed, according to official figures, 509 teachers, trainers and attended 8440 (eight thousand four hundred and forty) student-teachers, divided into eight undergraduate courses, located in four geographically distinct clusters with the courses offered in 33 counties offices strategically . This work was conducted throughout the state of Rondonia and its objectives were to identify the perceptions of teachers about their training and professionalism within the policy guidelines on training teachers. It is a qualitative research study of the type of case, but with quantitative support. In his theoretical framework primarily covered aspects related to teacher and teacher professionalization, the state of Rondonia and the university. In the methodological procedures, besides the application of 02 open-ended questionnaires to 898 respondents, was also carried out documentary research. And as resources for defining categories and data analysis, we used content analysis and SPSS 16.0- Softwer, having been generated in the process of processing about 36,000 responses. As more significant results, although the design of the program has been very consistent, stands out: the absence of specific records on educational planning and institutional evaluations of the program, either internal or external, high degree of satisfaction of qualified teachers with training and great interest in continuing the studies to improve their pedagogical practices, the significant changes in their personal, professional... (Complete abstract click electronic access below)
This research examines the formation of lay teachers in the state of Rondonia - Amazonia, Brazil, and his professionalism in the context of contributions generated by public policies, especially in the program PROHACAP from the nurses' perception of their former teachers. In this program have been deployed, according to official figures, 509 teachers, trainers and attended 8440 (eight thousand four hundred and forty) student-teachers, divided into eight undergraduate courses, located in four geographically distinct clusters with the courses offered in 33 counties offices strategically . This work was conducted throughout the state of Rondonia and its objectives were to identify the perceptions of teachers about their training and professionalism within the policy guidelines on training teachers. It is a qualitative research study of the type of case, but with quantitative support. In his theoretical framework primarily covered aspects related to teacher and teacher professionalization, the state of Rondonia and the university. In the methodological procedures, besides the application of 02 open-ended questionnaires to 898 respondents, was also carried out documentary research. And as resources for defining categories and data analysis, we used content analysis and SPSS 16.0- Softwer, having been generated in the process of processing about 36,000 responses. As more significant results, although the design of the program has been very consistent, stands out: the absence of specific records on educational planning and institutional evaluations of the program, either internal or external, high degree of satisfaction of qualified teachers with training and great interest in continuing the studies to improve their pedagogical practices, the significant changes in their personal, professional... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Professores - Formação, Politicas publicas - Rondônia, Multiculturalismo, Education, Public policy
Como citar
BORGES, Celio Jose. Professores leigos em Rondônia: entre sonhos e oportunidades, a formação e profissionalização docente - um estudo de caso - o PROHACAP. 2011. 417 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2011.