Projeto CER: comunidade escolar de estudo, trabalho e reflexão

• Autor(a) principal: Vallin, Celso
• Data de Publicação: 2004
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/9525
• topic: Formação em serviço; Formação continuada de professores; Novas tecnologias da informação e comunicação na educação; Internet; Grupos de discussão; Grupos de diálogo; Gestão democrática; Liderança; Espiral da aprendizagem; Avaliação; Planejamento participativo; Comunidade de estudo; Ambiente de aprendizagem; Parceria; Educação a distância; Educação semipresencial; Professores -- Formacao profissional; Educacao continuada; Ensino a distancia; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The objective of this work was to discover ways within the complex school system to use new technology and establish partnerships among schools in order to improve the opportunities and quality of interaction among teachers, fostering study habits, pedagogical work and reflection upon their practice, individually and collectively. A partnership was established among three public schools (for 11 to 17 years old). The project lasted for two and a half years, involving more than 2000 messages exchanged among these educators, through the internet. The research shows the main events and changes that took place, and analyzes those structures and strategies which encouraged the study, pedagogical work and reflection community (CER) as well as those which hindered its establishment and performance. The initial interviews and observations indicated that each teacher was unfamiliar with the lessons of their colleagues, as were the school administrators, despite the time they spend together, their common physical space, and their friendships. Use of internet (group messages), face-to-face meetings, and telephone calls helped to develop communications and interactions among teachers, administrators and researcher, through which it became possible to reflect upon their classroom practice. The duration and productivity of the internal pedagogical meetings increased. In addition, interschool meetings were established to foster educational study groups. The teachers approved of the new possibilities for planning and collective reflection, and began to work with greater commitment and enthusiasm. Despite the difficult conditions in the schools, the strategies proposed and implemented helped in the construction of greater community awareness, where teachers, as well as other members, could feel better as people, coexisting and developing their human potentials, instead of performing pre-established roles