Continuing Education in Full-Time Schools: narratives of teachers
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação & Realidade |
Texto Completo: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60612 |
Resumo: | The present article focuses on school as a space-time for teacher education. Initially, it conducts a theoretical reflection, then discusses the policies oriented for teacher education time in schools’ daily activities, and presents the narratives of teachers working at full-time schools in three municipalities in the state of Rio de Janeiro. The theoretical-methodological approach is comprehended in the field of (self-) biographic narrative research taken as a path of investigation-formation1. The conclusion of the study indicates that we have advanced in guaranteeing teacher education as an integral part of teaching, and the narratives signal the challenges that still emerge to the implementation of these policies. |
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Educação & Realidade |
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Continuing Education in Full-Time Schools: narratives of teachersFormação Continuada em Escolas de Tempo Integral: narrativas de professorasContinuing Education. Full-time. Narratives.Formação Continuada. Tempo Integral. Narrativas.The present article focuses on school as a space-time for teacher education. Initially, it conducts a theoretical reflection, then discusses the policies oriented for teacher education time in schools’ daily activities, and presents the narratives of teachers working at full-time schools in three municipalities in the state of Rio de Janeiro. The theoretical-methodological approach is comprehended in the field of (self-) biographic narrative research taken as a path of investigation-formation1. The conclusion of the study indicates that we have advanced in guaranteeing teacher education as an integral part of teaching, and the narratives signal the challenges that still emerge to the implementation of these policies.O presente artigo focaliza a escola como espaçotempo de formação docente. Inicialmente desenvolve uma reflexão teórica, a seguir, discute as políticas dirigidas ao tempo de formação no cotidiano das escolas e apresenta a narrativa de professoras que atuam em escolas de tempo integral em três Municípios do Rio de Janeiro. A abordagem teórico-metodológica se insere no âmbito da pesquisa narrativa (auto)biográfica tomada como caminho de investigação-formação. O desenvolvimento do trabalho indica que avançamos na garantia da formação docente como parte constitutiva do trabalho docente e as narrativas sinalizam os desafios que ainda se colocam na implementação dessas políticas.FACED - UFRGS2016-09-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60612Educação & Realidade [Education & Reality]; Vol. 41 No. 4 (2016)Educação & Realidade; v. 41 n. 4 (2016)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60612/48185https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60612/48186Bragança, Inês Ferreira de SouzaPerez, Juliana Godói de Mirandainfo:eu-repo/semantics/openAccess2018-05-17T20:22:59Zoai:seer.ufrgs.br:article/60612Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-05-17T20:22:59Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Continuing Education in Full-Time Schools: narratives of teachers Formação Continuada em Escolas de Tempo Integral: narrativas de professoras |
title |
Continuing Education in Full-Time Schools: narratives of teachers |
spellingShingle |
Continuing Education in Full-Time Schools: narratives of teachers Bragança, Inês Ferreira de Souza Continuing Education. Full-time. Narratives. Formação Continuada. Tempo Integral. Narrativas. |
title_short |
Continuing Education in Full-Time Schools: narratives of teachers |
title_full |
Continuing Education in Full-Time Schools: narratives of teachers |
title_fullStr |
Continuing Education in Full-Time Schools: narratives of teachers |
title_full_unstemmed |
Continuing Education in Full-Time Schools: narratives of teachers |
title_sort |
Continuing Education in Full-Time Schools: narratives of teachers |
author |
Bragança, Inês Ferreira de Souza |
author_facet |
Bragança, Inês Ferreira de Souza Perez, Juliana Godói de Miranda |
author_role |
author |
author2 |
Perez, Juliana Godói de Miranda |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bragança, Inês Ferreira de Souza Perez, Juliana Godói de Miranda |
dc.subject.por.fl_str_mv |
Continuing Education. Full-time. Narratives. Formação Continuada. Tempo Integral. Narrativas. |
topic |
Continuing Education. Full-time. Narratives. Formação Continuada. Tempo Integral. Narrativas. |
description |
The present article focuses on school as a space-time for teacher education. Initially, it conducts a theoretical reflection, then discusses the policies oriented for teacher education time in schools’ daily activities, and presents the narratives of teachers working at full-time schools in three municipalities in the state of Rio de Janeiro. The theoretical-methodological approach is comprehended in the field of (self-) biographic narrative research taken as a path of investigation-formation1. The conclusion of the study indicates that we have advanced in guaranteeing teacher education as an integral part of teaching, and the narratives signal the challenges that still emerge to the implementation of these policies. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-09-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60612 |
url |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60612 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60612/48185 https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60612/48186 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
FACED - UFRGS |
publisher.none.fl_str_mv |
FACED - UFRGS |
dc.source.none.fl_str_mv |
Educação & Realidade [Education & Reality]; Vol. 41 No. 4 (2016) Educação & Realidade; v. 41 n. 4 (2016) 2175-6236 0100-3143 reponame:Educação & Realidade instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Educação & Realidade |
collection |
Educação & Realidade |
repository.name.fl_str_mv |
Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
||educreal@ufrgs.br |
_version_ |
1789438613881094144 |