Reunião pedagógica: a formação continuada no espaço escolar

• Autor(a) principal: Vogt, Grasiela Zimmer
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional PUCRS
• Texto Completo: http://hdl.handle.net/10923/2699
• topic: EDUCAÇÃO; EDUCAÇÃO CONTINUADA; PEDAGOGIA; PROFESSORES - FORMAÇÃO PROFISSIONAL

This study aimed to analyze the actions of teachers continuing education in the school space, specifically in pedagogical meetings, and how these meetings are reflected in the teaching activities of a school in Bom Princípio / RS/ Brazil. Pedagogical meetings were evaluated as planned in the workload of the teachers, analyzing the meeting‟s agendas, content and organization of time as well as the work of pedagogical coordinator; it was identified the pedagogical mediations of teacher continuing education proposed at the pedagogical meetings and their implications in everyday school life through teaching action, observing how the process happens and what relation it establishes with daily practice; and known the conceptions and expectations of the teachers towards their formation. For this, it was used a qualitative research approach, an exploratory kind and, as a technical procedure it was used the case study, whose instruments of data collection were the bibliographical research, the observation, the semi open questionnaire and the documental analysis.The subjects interviewed were teachers who work in elementary school and who also have graduation or post-graduation degrees and who have more than three years of teaching experience. The data collected were submitted to the technique of content analysis (Bardin, 1977). Regarding teacher continuing education, this research finds its main contribution in García (1992, 1999) and Nóvoa (1992). When the continuing education happens in the pedagogical meeting at school, Cassalete (2007) brings important contributions. However in order to continuing education happen, it is necessary that someone ensure the necessary interventions and Andrew Almeida, Placco and Christov (2006) present the pedagogical coordinator as a former figure in the process of professional growth. The data analysis allowed the researcher to observe that the teachers recognize the pedagogical meeting as a continuing education space when it is managed by qualified coordination. The teachers also detach that this space provides a more specific look at the school issues and it facilitates the educational activities that contemplate their daily needs. Finally, it is hoped that this research may contribute with the scientific community in the teacher formation area, providing an analysis and a reflection about continuing education in the school itself, qualifying the pedagogical meetings as a promoter of this process.