Formação contínua na escola e a aproximação de professores de diferentes segmentos

• Autor(a) principal: Traldi, Virginia de Moraes
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/20449
• topic: Educação permanente; Coordenadores educacionais; Prática de ensino; Professores - Formação profissional; Permanent education; Educational coordinators; Teaching practice; Teachers - Vocational training; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research has the aim to comprehend the practices carried out during continuous formation meetings inside the School which contributed to strengthen the constitution of the participant teachers and their professional development. The research assumes that when teachers from different levels bring close to each other in order to better understand the classroom practices, they find support from other experiences and knowledge which contribute to their formation. The subjects of the research were teachers in continuous training from a Primary Municipal School of the city of São Paulo. The study had a qualitative approach and the theoretical background was based on the works of Almeida (2016), André (2010; 2016), Canário (1997; 1998), Garcia (2005), Imbernón (2010; 2011), Marcelo (2009), Nóvoa (2002; 2013), Passos (2001; 2016) and Placco and Souza (2008) whom reflect upon the educational practice and emphasise the continuous training relevance inside the school as an way of Professional Teacher Development and of the entire school organization. These researchers consider that the school context, the pedagogical coordinator, and the teachers may represent the change and transformation of the educational practice. Souza (2001), Pérez Gómez (2001) and Liberali (2012; 2015) discuss the established relationships in the formative context as a way of the school culture transformation. The Municipal Secretary of Education presumptions and policies subsidized the understanding of the conception and the principles of the collective study hours adopted by the School Unity. To achieve the research goals, interviews were made with four teachers members of a group of the JEIF and some episodes were selected which depicted the movements – shared – which contribute to the teacher’s development and to the strengthening of the group it self. The results of the research indicate that once the continuous training considers the school context, it may approximate theory and practice and also promotes the teacher’s participation in the proposed studies. Furthermore, it proposes the comprehension of the organization and the curricular proposition of all Learning Cycles, and thus, collaborating with the entire school organization development