Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/23994 |
Resumo: | The initial training of in-service teachers is a challenge in the face of the provocations of training the professional who is inserted in the context of performance, has experiences and pedagogical practices, but which still lack academic training, which contributes to the expansion of knowledge theorists who base their practice, allow for considerations in pedagogical actions. Aiming to reflect on the training of teachers in the profession, developed by the National Plan for the Training of Teachers of Basic Education (Parfor), I present as a guiding goal: What is the meaning and formative contributions of the Parfor / Uneb Program, for (re) construction of the pedagogical practice of the teacher in practice, in the teaching routine? Considering the curriculum, the articulation between theory and practice and systematization of action and reflection in the daily life in which academic teachers are inserted. In order to seek answers to this question, our study presented as a general objective: To analyze the meaning and contributions of the training of Parfor / Uneb academic teachers, for the (re) construction of their pedagogical practice. And as specific objectives: Unveil the contributions of undergraduate education to subjects who were already part of school life; Analyze the curriculum of the Degree in Pedagogy / Parfor / Uneb, identifying the elements that define, differentiate and constitute it; Investigate what academic teachers point out about the contribution of training to reframe their practice. The context that constituted the research was the Degree in Pedagogy / Parfor / Uneb, developed in the municipality of Gentio do Ouro / Ba. The subjects involved were academic professors working in the profession, who were taking a degree in Pedagogy / Parfor / Uneb. The methodology proposed to guide this study is based primarily on the theoretical conceptions of the qualitative approach, as it understands that it can provide the development of this work, by illustrating different possibilities of ways of construction in data analysis. The research was developed using procedures for mapping research carried out with the theme, bibliographic study, document analysis, field research with semi-structured interviews and discussion group. We carried out in two interdependent phases: First we compose the bibliographic research and document analysis on the referred field of study, based on authors: Alves e André (2013), Brzezinski (2014, 2018), Brzezinski and Leal (2019), Feldmann (2009, 2017) , Gatti (2014) Gatti et al. (2019), Marcelo García (1999), Mizukammi (2002, 2010), Nóvoa (2009, 2012, 2013), Pimenta (1994,2006), Pimenta and Lima (2004) Roldão (2007, 2008), Gimeno Sacristán (1999, 2000, 2013), among others, who endorsed our research. The second moment was an investigation of the phenomenon, in which it was sought to identify how the implementation of Parfor at Uneb was, the contributions of training, its weaknesses and potential, through semi-structured interview with the advisor of special programs, linked the Pro Rectory of Graduation (Prograd), the local coordination of the Program linked to the University, with teacher teachers and the holding of a discussion group with academic teachers. We consider that the training of the acting teacher in the Parfor / Uneb Program, contributed to the construction / deconstruction / reconstruction of the pedagogical practice of the acting teachers. As a public policy for teacher education, much remains to be done. However, it has reached teachers in the most distant municipalities of that State and has contributed to teacher training and public education |
id |
PUC_SP-1_5eb92e9c8cc944ded8b915b6d759d455 |
---|---|
oai_identifier_str |
oai:repositorio.pucsp.br:handle/23994 |
network_acronym_str |
PUC_SP-1 |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
repository_id_str |
|
spelling |
Feldmann, Marina Grazielahttp://lattes.cnpq.br/5107177703842569http://lattes.cnpq.br/8671617760917547Miranda, Helga Porto2021-11-23T21:16:11Z2021-11-23T21:16:11Z2021-02-05Miranda, Helga Porto. Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica. 2021. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021.https://repositorio.pucsp.br/jspui/handle/handle/23994The initial training of in-service teachers is a challenge in the face of the provocations of training the professional who is inserted in the context of performance, has experiences and pedagogical practices, but which still lack academic training, which contributes to the expansion of knowledge theorists who base their practice, allow for considerations in pedagogical actions. Aiming to reflect on the training of teachers in the profession, developed by the National Plan for the Training of Teachers of Basic Education (Parfor), I present as a guiding goal: What is the meaning and formative contributions of the Parfor / Uneb Program, for (re) construction of the pedagogical practice of the teacher in practice, in the teaching routine? Considering the curriculum, the articulation between theory and practice and systematization of action and reflection in the daily life in which academic teachers are inserted. In order to seek answers to this question, our study presented as a general objective: To analyze the meaning and contributions of the training of Parfor / Uneb academic teachers, for the (re) construction of their pedagogical practice. And as specific objectives: Unveil the contributions of undergraduate education to subjects who were already part of school life; Analyze the curriculum of the Degree in Pedagogy / Parfor / Uneb, identifying the elements that define, differentiate and constitute it; Investigate what academic teachers point out about the contribution of training to reframe their practice. The context that constituted the research was the Degree in Pedagogy / Parfor / Uneb, developed in the municipality of Gentio do Ouro / Ba. The subjects involved were academic professors working in the profession, who were taking a degree in Pedagogy / Parfor / Uneb. The methodology proposed to guide this study is based primarily on the theoretical conceptions of the qualitative approach, as it understands that it can provide the development of this work, by illustrating different possibilities of ways of construction in data analysis. The research was developed using procedures for mapping research carried out with the theme, bibliographic study, document analysis, field research with semi-structured interviews and discussion group. We carried out in two interdependent phases: First we compose the bibliographic research and document analysis on the referred field of study, based on authors: Alves e André (2013), Brzezinski (2014, 2018), Brzezinski and Leal (2019), Feldmann (2009, 2017) , Gatti (2014) Gatti et al. (2019), Marcelo García (1999), Mizukammi (2002, 2010), Nóvoa (2009, 2012, 2013), Pimenta (1994,2006), Pimenta and Lima (2004) Roldão (2007, 2008), Gimeno Sacristán (1999, 2000, 2013), among others, who endorsed our research. The second moment was an investigation of the phenomenon, in which it was sought to identify how the implementation of Parfor at Uneb was, the contributions of training, its weaknesses and potential, through semi-structured interview with the advisor of special programs, linked the Pro Rectory of Graduation (Prograd), the local coordination of the Program linked to the University, with teacher teachers and the holding of a discussion group with academic teachers. We consider that the training of the acting teacher in the Parfor / Uneb Program, contributed to the construction / deconstruction / reconstruction of the pedagogical practice of the acting teachers. As a public policy for teacher education, much remains to be done. However, it has reached teachers in the most distant municipalities of that State and has contributed to teacher training and public educationA formação inicial de professores em exercício constitui-se desafio ante as provocações de formar o profissional que se encontra inserido no contexto de atuação, possui experiências e práticas pedagógicas, mas que carecem ainda de uma formação acadêmica, que contribua para a ampliação de conhecimentos teóricos que fundamentem sua prática e possibilitem ponderações nas ações pedagógicas. Visando reflexão sobre a formação dos professores em exercício da profissão, desenvolvida pelo Plano Nacional de Formação de Professores da Educação Básica (Parfor), apresento como meta norteadora: Qual o significado e as contribuições formativas do Programa Parfor/Universidade do Estado da Bahia (Uneb), para a (re)construção da prática pedagógica do professor em exercício, no cotidiano docente? Considerando o currículo, a articulação teoria e prática e sistematização da ação e reflexão no cotidiano em que os professores acadêmicos estão inseridos. No propósito de buscar respostas a essa indagação, nosso estudo apresentou como objetivo geral: Analisar o significado e as contribuições da formação dos professores acadêmicos da Parfor/Uneb, para a (re)construção da sua prática pedagógica. E como objetivos específicos: Desvelar as contribuições da formação em Licenciatura para os sujeitos que já se encontravam inseridos no cotidiano escolar; Analisar o currículo do curso de Licenciatura em Pedagogia/Parfor/Uneb, identificando os elementos que o definem, diferenciam e constituem; Investigar o que apontam os professores acadêmicos, sobre a contribuição da formação para ressignificar sua prática. O contexto que constituiu a pesquisa foi o Curso de Licenciatura em Pedagogia/Parfor/Uneb, desenvolvido no município de Gentio do Ouro/Ba. Os sujeitos implicados foram professores acadêmicos em exercício da profissão, que cursavam a Licenciatura em Pedagogia/Parfor/Uneb. A metodologia proposta para orientação do presente estudo está pautada prioritariamente nas concepções teóricas da abordagem qualitativa, por entender que pode proporcionar o desenvolvimento deste trabalho, ao ilustrar diferentes possibilidades de modos de construção na análise dos dados. A pesquisa foi desenvolvida utilizando procedimentos do mapeamento das pesquisas realizadas com a temática, estudo bibliográfico, análise de documentos, pesquisa de campo com entrevistas semiestruturas e grupo de discussão. Realizamos em duas fases interdependentes: Primeiro momento compomos a pesquisa bibliográfica e análise de documento sobre o referido campo de estudo, com base em autores: Alves e André (2013), Brzezinski (2014, 2018) Brzezinski e Leal (2019), Feldmann (2009, 2017), Gatti (2014) Gatti et al. (2019), Marcelo García (1999), Mizukammi (2002, 2010), Nóvoa (2009, 2012, 2013), Pimenta (1994, 2006), Pimenta e Lima (2004), Roldão (2007, 2008), Gimeno Sacristán (1999, 2000, 2013), dentre outros, que referendaram nossa pesquisa. Já o segundo momento constituiu-se numa investigação do fenômeno, na qual buscou-se identificar como foi a implementação do Parfor, na Uneb, as contribuições da formação, suas fragilidades e potencialidades, através de entrevista semiestruturada com a assessora de programas especiais, vinculada a Pro Reitoria de Graduação (Prograd), a coordenação local do Programa vinculada a Universidade, com professores formadores e a realização do grupo de discussão com os professores acadêmicos. Consideramos que a formação do professor em exercício no Programa Parfor/Uneb, contribuiu com a construção/desconstrução/reconstrução da prática pedagógica dos professores em exercício. Enquanto política pública de formação do professor ainda há muito por fazer. No entanto tem alcançado os professores nos mais distantes municípios desse Estado e contribuído com a formação dos professores e da educação públicaConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOPolíticas públicasProfessores - Formação profissionalPlano Nacional de Formação de professores da Educação BásicaPublic policiesTeachers - Occupational trainingParforFormação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógicaIn-service teacher training: teaching learning, (re) discoveries of pedagogical practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALHelga Porto.pdfapplication/pdf2740665https://repositorio.pucsp.br/xmlui/bitstream/handle/23994/1/Helga%20Porto.pdf680f19c63884018a83b65f7620daf2eaMD51TEXTHelga Porto.pdf.txtHelga Porto.pdf.txtExtracted texttext/plain708002https://repositorio.pucsp.br/xmlui/bitstream/handle/23994/2/Helga%20Porto.pdf.txt6a6a277b90b1caee12f14dc84ce3256eMD52THUMBNAILHelga Porto.pdf.jpgHelga Porto.pdf.jpgGenerated Thumbnailimage/jpeg1195https://repositorio.pucsp.br/xmlui/bitstream/handle/23994/3/Helga%20Porto.pdf.jpgb94d36f5776f50d44239490b065c9705MD53handle/239942021-11-24 08:09:34.895oai:repositorio.pucsp.br:handle/23994Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2021-11-24T11:09:34Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica |
dc.title.alternative.en_US.fl_str_mv |
In-service teacher training: teaching learning, (re) discoveries of pedagogical practice |
title |
Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica |
spellingShingle |
Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica Miranda, Helga Porto CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO Políticas públicas Professores - Formação profissional Plano Nacional de Formação de professores da Educação Básica Public policies Teachers - Occupational training Parfor |
title_short |
Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica |
title_full |
Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica |
title_fullStr |
Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica |
title_full_unstemmed |
Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica |
title_sort |
Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica |
author |
Miranda, Helga Porto |
author_facet |
Miranda, Helga Porto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Feldmann, Marina Graziela |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5107177703842569 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8671617760917547 |
dc.contributor.author.fl_str_mv |
Miranda, Helga Porto |
contributor_str_mv |
Feldmann, Marina Graziela |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO Políticas públicas Professores - Formação profissional Plano Nacional de Formação de professores da Educação Básica Public policies Teachers - Occupational training Parfor |
dc.subject.por.fl_str_mv |
Políticas públicas Professores - Formação profissional Plano Nacional de Formação de professores da Educação Básica |
dc.subject.eng.fl_str_mv |
Public policies Teachers - Occupational training Parfor |
description |
The initial training of in-service teachers is a challenge in the face of the provocations of training the professional who is inserted in the context of performance, has experiences and pedagogical practices, but which still lack academic training, which contributes to the expansion of knowledge theorists who base their practice, allow for considerations in pedagogical actions. Aiming to reflect on the training of teachers in the profession, developed by the National Plan for the Training of Teachers of Basic Education (Parfor), I present as a guiding goal: What is the meaning and formative contributions of the Parfor / Uneb Program, for (re) construction of the pedagogical practice of the teacher in practice, in the teaching routine? Considering the curriculum, the articulation between theory and practice and systematization of action and reflection in the daily life in which academic teachers are inserted. In order to seek answers to this question, our study presented as a general objective: To analyze the meaning and contributions of the training of Parfor / Uneb academic teachers, for the (re) construction of their pedagogical practice. And as specific objectives: Unveil the contributions of undergraduate education to subjects who were already part of school life; Analyze the curriculum of the Degree in Pedagogy / Parfor / Uneb, identifying the elements that define, differentiate and constitute it; Investigate what academic teachers point out about the contribution of training to reframe their practice. The context that constituted the research was the Degree in Pedagogy / Parfor / Uneb, developed in the municipality of Gentio do Ouro / Ba. The subjects involved were academic professors working in the profession, who were taking a degree in Pedagogy / Parfor / Uneb. The methodology proposed to guide this study is based primarily on the theoretical conceptions of the qualitative approach, as it understands that it can provide the development of this work, by illustrating different possibilities of ways of construction in data analysis. The research was developed using procedures for mapping research carried out with the theme, bibliographic study, document analysis, field research with semi-structured interviews and discussion group. We carried out in two interdependent phases: First we compose the bibliographic research and document analysis on the referred field of study, based on authors: Alves e André (2013), Brzezinski (2014, 2018), Brzezinski and Leal (2019), Feldmann (2009, 2017) , Gatti (2014) Gatti et al. (2019), Marcelo García (1999), Mizukammi (2002, 2010), Nóvoa (2009, 2012, 2013), Pimenta (1994,2006), Pimenta and Lima (2004) Roldão (2007, 2008), Gimeno Sacristán (1999, 2000, 2013), among others, who endorsed our research. The second moment was an investigation of the phenomenon, in which it was sought to identify how the implementation of Parfor at Uneb was, the contributions of training, its weaknesses and potential, through semi-structured interview with the advisor of special programs, linked the Pro Rectory of Graduation (Prograd), the local coordination of the Program linked to the University, with teacher teachers and the holding of a discussion group with academic teachers. We consider that the training of the acting teacher in the Parfor / Uneb Program, contributed to the construction / deconstruction / reconstruction of the pedagogical practice of the acting teachers. As a public policy for teacher education, much remains to be done. However, it has reached teachers in the most distant municipalities of that State and has contributed to teacher training and public education |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-11-23T21:16:11Z |
dc.date.available.fl_str_mv |
2021-11-23T21:16:11Z |
dc.date.issued.fl_str_mv |
2021-02-05 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Miranda, Helga Porto. Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica. 2021. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/23994 |
identifier_str_mv |
Miranda, Helga Porto. Formação dos professores em exercício: aprendizagens docentes, (re)descobertas da prática pedagógica. 2021. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
url |
https://repositorio.pucsp.br/jspui/handle/handle/23994 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Educação: Currículo |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
bitstream.url.fl_str_mv |
https://repositorio.pucsp.br/xmlui/bitstream/handle/23994/1/Helga%20Porto.pdf https://repositorio.pucsp.br/xmlui/bitstream/handle/23994/2/Helga%20Porto.pdf.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/23994/3/Helga%20Porto.pdf.jpg |
bitstream.checksum.fl_str_mv |
680f19c63884018a83b65f7620daf2ea 6a6a277b90b1caee12f14dc84ce3256e b94d36f5776f50d44239490b065c9705 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1809277967010889728 |