A formação continuada em serviço de professores e as atividades do horário de trabalho pedagógico coletivo nas escolas dos anos iniciais do ensino fundamental
Carregando...
Arquivos
Data
2014-06-11
Autores
Lourenço, Rayana Silveira Souza Longhin [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Tendo como base o contexto educacional contemporâneo, este estudo considera a Formação Continuada de Professores como um processo decisivo para a melhoria da qualidade do ensino no país. Sendo assim, o presente trabalho tem por objetivo central analisar a viabilidade da Formação Continuada em Serviço, mais precisamente no Horário de Trabalho Pedagógico Coletivo (HTPC). Para tanto, seu foco de interesse reside em identificar quais as relações presentes entre as práticas realizadas nessa reunião e os aspectos essenciais definidores de uma Formação Contínua. O referencial teórico fundamentou-se em trabalhos que abordam essa temática, tendo como base os estudos de Canário (1997), Candau (1997), Fusari (1997), Franco (2010), Garrido (2000), Gatti (2011), Imbernón (2010), Libâneo (2001), Marcelo Garcia (1999) Nóvoa (2001), Torrer (2010), entre outros. Nos quais buscou-se aportes que fundamentassem a importância da Formação em Serviço e do HTPC conforme estabelecido pela legislação escolar. Trata-se de uma pesquisa qualitativa de natureza empírica, baseada em observações diretas do HTPC, realizadas durante um semestre letivo em duas escolas públicas municipais. Também foram aplicadas entrevistas a uma amostra de sete professores em cada escola, e aos responsáveis pela condução do HTPC: a Diretora na Escola A e a Coordenadora Pedagógica na Escola J. Os dados levantados foram tratados com base na Análise de Conteúdo, de Bardin (1977), que forneceu categorias empíricas e a base principal para a sua interpretação. Concluímos através da análise dos dados que os HTPCs nas escolas observadas, efetivamente como prática de Formação em Serviço ainda é algo a se alcançar, por se mostrarem reuniões equivocadas e fragilizadas em sua operacionalização e desenvolvimento, devido aos equívocos e incongruências identificados no decorrer desta pesquisa, e que se referem, de modo geral: à desarticulação entre os...
Based on the contemporary educational context, this study considers Continuing Education for Teachers as a key process to improve the quality of teaching in the country. Thus, the present work is mainly aimed at analyzing the feasibility of, more precisely, the Collective Pedagogical Working Hours (CPWH). Therefore, its focus of interest lies in identifying the relationships between the practices performed at that meeting and the essential aspects which define a Continuing Education. The theoretical framework was based on studies that address this issue, based on the studies of Canário (1997), Candau (1997), Fusari (1997), Franco (2010), Garrido (2000), Gatti (2011), Imbernón (2010), Libâneo (2001), Marcelo Garcia (1999) Nóvoa (2001) Torrer (2010), and others. In which we sought contributions to the importance of Continuing Education Service and CPWH as established by school legislation. It is a qualitative empirical research, based on the CPWH direct observations, made during an academic semester in two municipal public schools. Also, interviews were applied to a sample of seven teachers in each school, and to those responsible for conducting the HTPC: the School Principal and the School Pedagogical Coordinator. The obtained data were treated based on Bardin’s (1977) Content Analysis, which provided the empirical categories and the main basis to interpret them. We concluded, by analyzing the data, that the CPWH observed in schools, effectively, as a practice for In-Service Training, is still something to be achieved, prove misleading for meetings and vulnerable in its operation and development, due to ambiguities and inconsistencies identified during this study , and refer in general: the disconnection between the topics addressed and the needs felt by the collective of teachers; the authoritarian school management which prevents the HTPC is an open dialogue and exchange of experiences in an organized space; the work of the...
Based on the contemporary educational context, this study considers Continuing Education for Teachers as a key process to improve the quality of teaching in the country. Thus, the present work is mainly aimed at analyzing the feasibility of, more precisely, the Collective Pedagogical Working Hours (CPWH). Therefore, its focus of interest lies in identifying the relationships between the practices performed at that meeting and the essential aspects which define a Continuing Education. The theoretical framework was based on studies that address this issue, based on the studies of Canário (1997), Candau (1997), Fusari (1997), Franco (2010), Garrido (2000), Gatti (2011), Imbernón (2010), Libâneo (2001), Marcelo Garcia (1999) Nóvoa (2001) Torrer (2010), and others. In which we sought contributions to the importance of Continuing Education Service and CPWH as established by school legislation. It is a qualitative empirical research, based on the CPWH direct observations, made during an academic semester in two municipal public schools. Also, interviews were applied to a sample of seven teachers in each school, and to those responsible for conducting the HTPC: the School Principal and the School Pedagogical Coordinator. The obtained data were treated based on Bardin’s (1977) Content Analysis, which provided the empirical categories and the main basis to interpret them. We concluded, by analyzing the data, that the CPWH observed in schools, effectively, as a practice for In-Service Training, is still something to be achieved, prove misleading for meetings and vulnerable in its operation and development, due to ambiguities and inconsistencies identified during this study , and refer in general: the disconnection between the topics addressed and the needs felt by the collective of teachers; the authoritarian school management which prevents the HTPC is an open dialogue and exchange of experiences in an organized space; the work of the...
Descrição
Palavras-chave
Professores, Ensino fundamental, Educação, Educação permanente, Education
Como citar
LOURENÇO, Rayana Silveira Souza Longhin. A formação continuada em serviço de professores e as atividades do horário de trabalho pedagógico coletivo nas escolas dos anos iniciais do ensino fundamental. 2014. 140 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciencias e Letras (Campus de Araraquara), 2014.