Formação continuada de formadores técnicos de Secretaria de Educação
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/20844 |
Resumo: | This research aims to invetigate the processes of continuing education of teachers educators and PC of the pedagogical wokshop promoted by the Francisco Morato Municipal Education System, considering that the educators, as well as other persons, are uncompleted individuals also in their professional practices and, while developing teachers education actions, they too need to be educated. For that, the research is guided by questions such as: Wich are the continuing education actions that the educators have been experienced? What has the Education Secreteriat done on behalf of this formation? Which aspects may complicate the educators? The Municipal Education Secretariat maintain a Pedagogical Center responsible for the teachers continuing education, which consists of Pedagogical Technical Assitants whom are teachers and coordinators educators. In order to reflect and clarify the continuing education actions to which the educators undergo and/or are submitted, this study uses the statement of six educators whom were interviewed. The study was also guided by official municipal documents, in order to search for evidences which could define the role of the teachers educator, so that they may outline their work and assure the continuing education of the Municipal Education System professionals. The concepts covered in this work are adult learning, continuing education, self-learning and professional knowledges, supported by the theoretical background of Barbier (2013), Freire (1996), Galvani (2002), Marcelo Garcia (1999), Imbernón (2010; 2012; 2015), Josso (1988; 2004), Vaillant and Marcelo Garcia (2012), Nóvoa (2009), Pineau (1988), Placco e Souza (2006) and Vaillant (2012). The data from the interviews were analyzed according to six categories: conception of training, to learn from each other, self-learning, to learn inthe professional practice, to learn from institutional propositions and the formation obstacles. The work was able to determine that the continuing education is much more realized by personal initiative of the own educator that by managment initiatives, and that their learning happens from the interaction winth the peers and trainees, during the reading and the formative activities of which they take part. The institution allow some formative specific actions to its educators which contribute with the learning, but it could do more. The work concludes, in addition, that the teacher and educator’s educator is also a professional that feels lonely performing her or his work and educating other people. There are still a long run towards an in fact teamwork |
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Passarelli, Lílian Maria Ghiurohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4419068P6Ferreira, Ana Paula Alves Pereira2018-02-16T19:31:12Z2018-02-08Ferreira, Ana Paula Alves Pereira. Formação continuada de formadores técnicos de Secretaria de Educação. 2017. 184 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/20844This research aims to invetigate the processes of continuing education of teachers educators and PC of the pedagogical wokshop promoted by the Francisco Morato Municipal Education System, considering that the educators, as well as other persons, are uncompleted individuals also in their professional practices and, while developing teachers education actions, they too need to be educated. For that, the research is guided by questions such as: Wich are the continuing education actions that the educators have been experienced? What has the Education Secreteriat done on behalf of this formation? Which aspects may complicate the educators? The Municipal Education Secretariat maintain a Pedagogical Center responsible for the teachers continuing education, which consists of Pedagogical Technical Assitants whom are teachers and coordinators educators. In order to reflect and clarify the continuing education actions to which the educators undergo and/or are submitted, this study uses the statement of six educators whom were interviewed. The study was also guided by official municipal documents, in order to search for evidences which could define the role of the teachers educator, so that they may outline their work and assure the continuing education of the Municipal Education System professionals. The concepts covered in this work are adult learning, continuing education, self-learning and professional knowledges, supported by the theoretical background of Barbier (2013), Freire (1996), Galvani (2002), Marcelo Garcia (1999), Imbernón (2010; 2012; 2015), Josso (1988; 2004), Vaillant and Marcelo Garcia (2012), Nóvoa (2009), Pineau (1988), Placco e Souza (2006) and Vaillant (2012). The data from the interviews were analyzed according to six categories: conception of training, to learn from each other, self-learning, to learn inthe professional practice, to learn from institutional propositions and the formation obstacles. The work was able to determine that the continuing education is much more realized by personal initiative of the own educator that by managment initiatives, and that their learning happens from the interaction winth the peers and trainees, during the reading and the formative activities of which they take part. The institution allow some formative specific actions to its educators which contribute with the learning, but it could do more. The work concludes, in addition, that the teacher and educator’s educator is also a professional that feels lonely performing her or his work and educating other people. There are still a long run towards an in fact teamworkEsta pesquisa tem por objetivo investigar os processos de formação continuada dos formadores de professores e CPs da Oficina Pedagógica da Rede Municipal de Ensino de Francisco Morato, tendo em vista que os formadores, assim como as demais pessoas, são seres inacabados também em seus exercícios profissionais e, que ao mesmo tempo em que desenvolvem ações de formação de professores, precisam se formar. Para tanto, a pesquisa é guiada por questões como: Quais ações de formação continuada os formadores têm vivenciado? O que a Secretaria de Educação tem feito em prol dessa formação? Quais aspectos dificultam a formação continuada dos formadores? A Secretaria Municipal de Educação mantém um Núcleo Pedagógico responsável pela formação continuada dos professores, composto por Assistentes Técnicos Pedagógicos que são os formadores de professores e coordenadores. Para refletir e explicitar as ações de formação continuada às quais os formadores submetem-se e/ou são submetidos, faz uso de depoimentos de seis formadores entrevistados. O trabalho orientou-se também pelos documentos oficiais municipais, buscando indícios que definissem o papel do formador de professores, a fim de que estes possam delinear seu trabalho e assegurar a formação continuada dos profissionais da Rede Municipal de Ensino. Os conceitos abordados nesse estudo são aprendizagem do adulto, formação continuada, autoformação e saberes profissionais, sustentados pelo referencial teórico de Barbier (2013), Freire (1996), Galvani (2002), Marcelo Garcia (1999), Imbernón (2010; 2012; 2015), Josso (1988; 2004), Vaillant e Marcelo Garcia (2012), Nóvoa (2009), Pineau (1988), Placco e Souza (2006) e Vaillant (2012). Os dados produzidos nas entrevistas foram analisados a partir de seis categorias: concepção de formação, aprender com o outro, aprender sozinho, aprender na profissão, aprender a partir de proposições institucionais e dificultadores à formação. O trabalho permitiu constatar que a formação continuada dos formadores é efetivada muito mais por iniciativas pessoais do próprio formador do que por iniciativas administrativas, e que sua aprendizagem se dá nas interações com os pares e com os formandos, nas leituras e nas atividades formativas das quais participam. A instituição assegura algumas ações pontuais de formação que contribuem com a aprendizagem, mas poderia fazer mais. O trabalho conclui, ainda, que o formador de professores e de formadores também é um profissional que se percebe na solidão ao realizar o seu trabalho e formar outras pessoas. Há muito a se caminhar em direção a um trabalho deveras em equipeapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/44703/Ana%20Paula%20Alves%20Pereira%20Ferreira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoProfessores - Formação profissionalEducação permanenteEnsino profissionalTeachers - Occupational trainingConituing educationProfessional educationCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação continuada de formadores técnicos de Secretaria de EducaçãoContinuing education of technical educators of Secretariat of Educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAna Paula Alves Pereira Ferreira.pdf.txtAna Paula Alves Pereira Ferreira.pdf.txtExtracted texttext/plain494012https://repositorio.pucsp.br/xmlui/bitstream/handle/20844/5/Ana%20Paula%20Alves%20Pereira%20Ferreira.pdf.txtd6fe1cbec1213a4b6dba7983cdb6af34MD55LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Formação continuada de formadores técnicos de Secretaria de Educação |
dc.title.alternative.eng.fl_str_mv |
Continuing education of technical educators of Secretariat of Education |
title |
Formação continuada de formadores técnicos de Secretaria de Educação |
spellingShingle |
Formação continuada de formadores técnicos de Secretaria de Educação Ferreira, Ana Paula Alves Pereira Professores - Formação profissional Educação permanente Ensino profissional Teachers - Occupational training Conituing education Professional education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação continuada de formadores técnicos de Secretaria de Educação |
title_full |
Formação continuada de formadores técnicos de Secretaria de Educação |
title_fullStr |
Formação continuada de formadores técnicos de Secretaria de Educação |
title_full_unstemmed |
Formação continuada de formadores técnicos de Secretaria de Educação |
title_sort |
Formação continuada de formadores técnicos de Secretaria de Educação |
author |
Ferreira, Ana Paula Alves Pereira |
author_facet |
Ferreira, Ana Paula Alves Pereira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passarelli, Lílian Maria Ghiuro |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4419068P6 |
dc.contributor.author.fl_str_mv |
Ferreira, Ana Paula Alves Pereira |
contributor_str_mv |
Passarelli, Lílian Maria Ghiuro |
dc.subject.por.fl_str_mv |
Professores - Formação profissional Educação permanente Ensino profissional |
topic |
Professores - Formação profissional Educação permanente Ensino profissional Teachers - Occupational training Conituing education Professional education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teachers - Occupational training Conituing education Professional education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to invetigate the processes of continuing education of teachers educators and PC of the pedagogical wokshop promoted by the Francisco Morato Municipal Education System, considering that the educators, as well as other persons, are uncompleted individuals also in their professional practices and, while developing teachers education actions, they too need to be educated. For that, the research is guided by questions such as: Wich are the continuing education actions that the educators have been experienced? What has the Education Secreteriat done on behalf of this formation? Which aspects may complicate the educators? The Municipal Education Secretariat maintain a Pedagogical Center responsible for the teachers continuing education, which consists of Pedagogical Technical Assitants whom are teachers and coordinators educators. In order to reflect and clarify the continuing education actions to which the educators undergo and/or are submitted, this study uses the statement of six educators whom were interviewed. The study was also guided by official municipal documents, in order to search for evidences which could define the role of the teachers educator, so that they may outline their work and assure the continuing education of the Municipal Education System professionals. The concepts covered in this work are adult learning, continuing education, self-learning and professional knowledges, supported by the theoretical background of Barbier (2013), Freire (1996), Galvani (2002), Marcelo Garcia (1999), Imbernón (2010; 2012; 2015), Josso (1988; 2004), Vaillant and Marcelo Garcia (2012), Nóvoa (2009), Pineau (1988), Placco e Souza (2006) and Vaillant (2012). The data from the interviews were analyzed according to six categories: conception of training, to learn from each other, self-learning, to learn inthe professional practice, to learn from institutional propositions and the formation obstacles. The work was able to determine that the continuing education is much more realized by personal initiative of the own educator that by managment initiatives, and that their learning happens from the interaction winth the peers and trainees, during the reading and the formative activities of which they take part. The institution allow some formative specific actions to its educators which contribute with the learning, but it could do more. The work concludes, in addition, that the teacher and educator’s educator is also a professional that feels lonely performing her or his work and educating other people. There are still a long run towards an in fact teamwork |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-02-16T19:31:12Z |
dc.date.issued.fl_str_mv |
2018-02-08 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Ferreira, Ana Paula Alves Pereira. Formação continuada de formadores técnicos de Secretaria de Educação. 2017. 184 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/20844 |
identifier_str_mv |
Ferreira, Ana Paula Alves Pereira. Formação continuada de formadores técnicos de Secretaria de Educação. 2017. 184 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
url |
https://tede2.pucsp.br/handle/handle/20844 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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