Necessidades formativas e estratégias de formação contínua de professores: observação e análise de um programa de formação de professores
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Data
2007-03-02
Autores
Pimenta, Julia Inês Pinheiro Bolota [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem como objetivo explorar e aprofundar o conhecimento de alguns aspectos do processo de formação contínua e mais especificamente da análise de necessidades formativas, por meio de investigação do desenvolvimento de um programa de formação contínua. Dentro do contexto educacional contemporâneo, a formação continuada é saída possível para a melhoria da qualidade do ensino. Por isso o profissional consciente deve saber que sua formação não termina e que está em constante desenvolvimento. A formação de professores vem assumindo posição de destaque nas discussões relativas às políticas públicas, bem como nas investigações e publicações da área. O estudo da questão da formação continuada de professores envolve um número considerável de autores que apontam a insuficiência da formação inicial para o desenvolvimento profissional do professor. Destacou também a importância de se levar em conta à análise de necessidades formativas dos professores. Esse consenso põe em destaque a necessidade de se pensar uma formação contínua que valorize tanto a prática realizada pelos docentes no cotidiano escolar quanto o conhecimento que provém das pesquisas, de modo a articular teoria e prática na formação e na construção do conhecimento profissional do professor. Tendo essa perspectiva como pano de fundo, procuramos, neste trabalho, caracterizar a formação contínua de professores que acontece num programa de formação contínua da Rede municipal de Educação de Araraquara. Participaram do programa professores de Educação Infantil e de Ensino Fundamental, de crianças de 6 anos em fase de alfabetização, no momento das transições legais que alteram a idade de ingresso das crianças no Ensino Fundamental.
The present research has the objective of analyzing the necessities ontinued formation aiming at the search for observation of formative strategies. Within the contemporary educational context, continued formation is the way out to improve the quality of teaching. This is the reason why the conscious professional must understand that his formation does not end; it is, in fact, in constant development. The formation of teachers has been taking a prominent position in the discussions related to public policies, as well as in the investigations and publications in the area. The study of continued formation of teachers involves a considerable number of authors which point out the insufficiency of the initial formation for the development of the teaching professional, besides also pointing out the importance of taking into account the analysis of formative necessities of the teachers. This consensus makes evident the necessity of reflecting upon a continued formation which valorizes the performance of the teachers in their everyday in the schools in addition to the knowledge that comes from researches, so as to articulate theory and practice in the formation and in the construction of the professional knowledge of the teacher. With this perspective as background, we sought, in this research, to characterize the continued formation of teachers which happens in a program of continued formation of the Municipal Educational System of Araraquara. Teachers of Infant Education and Primary Education, with 6-year-old children in process of learning to read and write, participated on the program in the moment of legal transitions which alter the admittance age of children to Primary Education. The analysis of the data makes evident the problems faced by the teachers in the execution of their professional proceeding, besides the difficulties in organizing them with the constant legal changes. (Complete abstract, click electronic access below)
The present research has the objective of analyzing the necessities ontinued formation aiming at the search for observation of formative strategies. Within the contemporary educational context, continued formation is the way out to improve the quality of teaching. This is the reason why the conscious professional must understand that his formation does not end; it is, in fact, in constant development. The formation of teachers has been taking a prominent position in the discussions related to public policies, as well as in the investigations and publications in the area. The study of continued formation of teachers involves a considerable number of authors which point out the insufficiency of the initial formation for the development of the teaching professional, besides also pointing out the importance of taking into account the analysis of formative necessities of the teachers. This consensus makes evident the necessity of reflecting upon a continued formation which valorizes the performance of the teachers in their everyday in the schools in addition to the knowledge that comes from researches, so as to articulate theory and practice in the formation and in the construction of the professional knowledge of the teacher. With this perspective as background, we sought, in this research, to characterize the continued formation of teachers which happens in a program of continued formation of the Municipal Educational System of Araraquara. Teachers of Infant Education and Primary Education, with 6-year-old children in process of learning to read and write, participated on the program in the moment of legal transitions which alter the admittance age of children to Primary Education. The analysis of the data makes evident the problems faced by the teachers in the execution of their professional proceeding, besides the difficulties in organizing them with the constant legal changes. (Complete abstract, click electronic access below)
Descrição
Palavras-chave
Educação, Educação e Estado, Professores - Formação
Como citar
PIMENTA, Julia Inês Pinheiro Bolota. Necessidades formativas e estratégias de formação contínua de professores: observação e análise de um programa de formação de professores. 2007. 176 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2007.