A escola como espaço de formação pedagógica permanente do professor
Data
2012-03-26
Autores
Figueiredo, Aureny Gomes Coelho
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Mato Grosso
Resumo
This paper is the result of some research related to the Post-graduation Master’s
Program in Education at the Human and Social Sciences Institute (ICHS), linked to
the Mato Grosso Federal University (UFMT), Rondonopolis University Campus
(CUR). The question that guided such study was the following one: Has the
continuing education offered in the school contributed to the improvement of the
teacher’s pedagogical practice? To investigate whether the Secretariat policy
encouraged the school to offer a training course in its Political Pedagogical Project.
Besides that, to examine which analysis the teachers make of such training carried
out in their school was the main goal of this study. Reaching such answer was the
main goal of this investigation. While carrying out the research, the instruments for
data collection were questionnaires, semi-structured interviews with teachers,
pedagogical coordinator and director; documental analysis and observation of the
continuing education offered in the school. The investigation followed two phases,
and, at first, 63 teachers of 21 municipal schools were the research subjects; at a
later stage, a school was selected to be the locus of the research, and seven
teachers became the subjects of the investigation. It is needed to say that four of
them were actual teachers in the classroom, two were in the pedagogical
coordination and one in the school board. The investigation was based on theoretical
backgrounds provided by qualitative research, following thoughts and ideas by
Minayo (2010), Lüdke and André (2007), André (2005 and 2009), Ghedin and Franco
(2008), among others. Studies by Freire (2004 and 1991), Carvalho (2005, 2006 and
2010),Franco (2008), Freitas (2004), Canário (2006), Imbérnon (2009), Nóvoa (1999
and 2009) and others were taken into account as well, for the body of conceptual
discussions and reflections and the comprehensive analysis of the data collected
during the research. The results of the research revealed that the teachers consider
their own education the cornerstone in the improvement of their practice. However, it
was also clear that the teacher’s education developed in the school needs to be
reconsidered and questioned regarding what is somewhat notorious, as policy, and
what the school has actually been able to accomplish when it comes to the
continuing education for the teachers.
Descrição
Palavras-chave
Citação
FIGUEIREDO, Aureny Gomes Coelho. A escola como espaço de formação pedagógica permanente do professor. 2012.136 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2012.