Cursos de formação continuada para professores que atuam em educação de jovens e adultos
Autor(a) principal: | |
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Data de Publicação: | 2006 |
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/10485 |
Resumo: | The aim of this study is to investigate the vision that coordinators, formative teachers and participant teachers express on two courses of Continuous Formation for teachers of Youth and Adult Education (EJA), accomplished in a city of Greater São Paulo area, from 2000 to 2004, in the teaching post-municipalization period. The data collection was accomplished from 2004 to 2005, through methodological procedures which included: a) accomplishment of interviews (aided by a built and tested script) with 01 professional from the Municipal Secretary of Education, responsible for the coordination of the Courses, 02 active formative teachers in the Courses and 12 from 60 teachers of Youth and Adult Education that participated in the courses; and b) accomplishment of documental analysis involving the current legislation of the Youth and Adult Education in Brazil and specific documentation produced for and by the formative and participant teachers of the target courses of this study. The obtained data were organized in synthesis tables and analyzed according to the theoretical reference offered by authors that study the school in its relationship with the social structure and the culture (Pérez Gómez); authors that study the relationships between teachers initial and continuous formation and school environment (Nóvoa, Huberman, Zeichner, Marin, Mizukami, Candau, Giovanni) and authors that study the subjects related to Youth and Adult Education (Arroyo, Soares and Ribeiro). The results reveal that there are basic aspects of the Courses, currently mentioned in the interviews and documents that, when opposed to the reality of the Youth and Adult Education classes and their students and teachers needs, sometimes are considered positive, sometimes negative by the interviewed professionals. In other words, the accomplished dynamics and activities, the change of experiences among the participant teachers, the moments of reflection, the accomplished readings, the offered theory and practice, the dealt contents, the materials and equipments used, the organization and use of the time and the spaces used in the Courses, the group works, the performance of the formative teachers - they are not considered absolute elements in the evaluation of the Courses. Because of that, the analysis of that group of the different professionals opinions involved in the Courses allows us to compose a table of essential information to rethink new actions of that nature |
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Giovanni, Luciana MariaNaito, Maria José Mafra2016-04-27T16:33:01Z2007-09-122006-02-22Naito, Maria José Mafra. Courses of continuous formation for teachers who act in youth and adult education. 2006. 153 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006.https://tede2.pucsp.br/handle/handle/10485The aim of this study is to investigate the vision that coordinators, formative teachers and participant teachers express on two courses of Continuous Formation for teachers of Youth and Adult Education (EJA), accomplished in a city of Greater São Paulo area, from 2000 to 2004, in the teaching post-municipalization period. The data collection was accomplished from 2004 to 2005, through methodological procedures which included: a) accomplishment of interviews (aided by a built and tested script) with 01 professional from the Municipal Secretary of Education, responsible for the coordination of the Courses, 02 active formative teachers in the Courses and 12 from 60 teachers of Youth and Adult Education that participated in the courses; and b) accomplishment of documental analysis involving the current legislation of the Youth and Adult Education in Brazil and specific documentation produced for and by the formative and participant teachers of the target courses of this study. The obtained data were organized in synthesis tables and analyzed according to the theoretical reference offered by authors that study the school in its relationship with the social structure and the culture (Pérez Gómez); authors that study the relationships between teachers initial and continuous formation and school environment (Nóvoa, Huberman, Zeichner, Marin, Mizukami, Candau, Giovanni) and authors that study the subjects related to Youth and Adult Education (Arroyo, Soares and Ribeiro). The results reveal that there are basic aspects of the Courses, currently mentioned in the interviews and documents that, when opposed to the reality of the Youth and Adult Education classes and their students and teachers needs, sometimes are considered positive, sometimes negative by the interviewed professionals. In other words, the accomplished dynamics and activities, the change of experiences among the participant teachers, the moments of reflection, the accomplished readings, the offered theory and practice, the dealt contents, the materials and equipments used, the organization and use of the time and the spaces used in the Courses, the group works, the performance of the formative teachers - they are not considered absolute elements in the evaluation of the Courses. Because of that, the analysis of that group of the different professionals opinions involved in the Courses allows us to compose a table of essential information to rethink new actions of that natureA proposta deste estudo é a de investigar a visão que coordenadoras, docentes formadoras e professoras participantes expressam sobre dois cursos de Formação Continuada para professores de Educação de Jovens e Adultos, realizados em um município da Grande São Paulo, no período de 2000 a 2004, pós-municipalização do ensino. A coleta de dados foi realizada no período de 2004 a 2005, por meio de procedimentos metodológicos que incluíram: a) realização de entrevistas (com auxílio de roteiro construído e testado com essa finalidade) com 01 profissional da Secretaria Municipal de Educação responsável pela coordenação dos Cursos, 02 professoras formadoras em exercício nos Cursos e 12 das 60 professoras de EJA que participaram dos cursos; e b) realização de análise documental envolvendo a legislação atual norteadora da Educação de Jovens e Adultos no Brasil e documentação especifica produzida para e pelas formadoras e professoras participantes dos cursos alvos deste estudo. Os dados obtidos foram organizados em quadros-síntese e analisados à luz do referencial teórico oferecido por autores que estudam a escola na sua relação com a estrutura social e a cultura (Pérez Gómez); que estudam as relações entre formação inicial e continuada de professores e ambiente escolar (Nóvoa, Huberman, Zeichner, Marin, Mizukami, Candau, Giovanni) e que estudam as questões relativas à EJA (Arroyo, Soares e Ribeiro). Os resultados revelam que há aspectos básicos dos Cursos, recorrentemente mencionados nas entrevistas e documentos que, quando contrapostos à realidade das classes de EJA e às necessidades de seus alunos e professoras, ora são considerados positivos, ora são considerados negativos pelas profissionais entrevistadas. Ou seja, as dinâmicas e atividades realizadas, a troca de experiências entre as professoras participantes, os momentos de reflexão, as leituras realizadas, a teoria e a prática oferecidas, os conteúdos trabalhados, os materiais e equipamentos utilizados, a organização e uso do tempo e dos espaços ocupados pelos Cursos, os trabalhos em grupo, a atuação das formadoras não são elementos considerados absolutos na avaliação dos Cursos. Exatamente por isso, a análise desse conjunto de opiniões das diferentes profissionais envolvidas nos Cursos permite compor um quadro de informações essenciais para se repensar novas ações dessa naturezaCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23254/Dissertacao%20Maria%20Jose%20Mafra%20Naito.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoFormação continuada de professoresEducação de jovens e adultosProfessores -- Formacao profissionalEducacao continuadaTeachers continuous formationYouth and adult educationCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO DE ADULTOSCursos de formação continuada para professores que atuam em educação de jovens e adultosCourses of continuous formation for teachers who act in youth and adult 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_SPTEXTDissertacao Maria Jose Mafra Naito.pdf.txtDissertacao Maria Jose Mafra Naito.pdf.txtExtracted texttext/plain358944https://repositorio.pucsp.br/xmlui/bitstream/handle/10485/3/Dissertacao%20Maria%20Jose%20Mafra%20Naito.pdf.txteda7975ea4c89e878f31def73adfbbbcMD53ORIGINALDissertacao Maria Jose Mafra Naito.pdfapplication/pdf732142https://repositorio.pucsp.br/xmlui/bitstream/handle/10485/1/Dissertacao%20Maria%20Jose%20Mafra%20Naito.pdf2cbd0ded9048c982ea682e64675dae5eMD51THUMBNAILDissertacao Maria Jose Mafra Naito.pdf.jpgDissertacao Maria Jose Mafra Naito.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10485/2/Dissertacao%20Maria%20Jose%20Mafra%20Naito.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/104852022-06-20 12:45:26.018oai:repositorio.pucsp.br:handle/10485Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-20T15:45:26Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Cursos de formação continuada para professores que atuam em educação de jovens e adultos |
dc.title.alternative.eng.fl_str_mv |
Courses of continuous formation for teachers who act in youth and adult education |
title |
Cursos de formação continuada para professores que atuam em educação de jovens e adultos |
spellingShingle |
Cursos de formação continuada para professores que atuam em educação de jovens e adultos Naito, Maria José Mafra Formação continuada de professores Educação de jovens e adultos Professores -- Formacao profissional Educacao continuada Teachers continuous formation Youth and adult education CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO DE ADULTOS |
title_short |
Cursos de formação continuada para professores que atuam em educação de jovens e adultos |
title_full |
Cursos de formação continuada para professores que atuam em educação de jovens e adultos |
title_fullStr |
Cursos de formação continuada para professores que atuam em educação de jovens e adultos |
title_full_unstemmed |
Cursos de formação continuada para professores que atuam em educação de jovens e adultos |
title_sort |
Cursos de formação continuada para professores que atuam em educação de jovens e adultos |
author |
Naito, Maria José Mafra |
author_facet |
Naito, Maria José Mafra |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giovanni, Luciana Maria |
dc.contributor.author.fl_str_mv |
Naito, Maria José Mafra |
contributor_str_mv |
Giovanni, Luciana Maria |
dc.subject.por.fl_str_mv |
Formação continuada de professores Educação de jovens e adultos Professores -- Formacao profissional Educacao continuada |
topic |
Formação continuada de professores Educação de jovens e adultos Professores -- Formacao profissional Educacao continuada Teachers continuous formation Youth and adult education CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO DE ADULTOS |
dc.subject.eng.fl_str_mv |
Teachers continuous formation Youth and adult education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO DE ADULTOS |
description |
The aim of this study is to investigate the vision that coordinators, formative teachers and participant teachers express on two courses of Continuous Formation for teachers of Youth and Adult Education (EJA), accomplished in a city of Greater São Paulo area, from 2000 to 2004, in the teaching post-municipalization period. The data collection was accomplished from 2004 to 2005, through methodological procedures which included: a) accomplishment of interviews (aided by a built and tested script) with 01 professional from the Municipal Secretary of Education, responsible for the coordination of the Courses, 02 active formative teachers in the Courses and 12 from 60 teachers of Youth and Adult Education that participated in the courses; and b) accomplishment of documental analysis involving the current legislation of the Youth and Adult Education in Brazil and specific documentation produced for and by the formative and participant teachers of the target courses of this study. The obtained data were organized in synthesis tables and analyzed according to the theoretical reference offered by authors that study the school in its relationship with the social structure and the culture (Pérez Gómez); authors that study the relationships between teachers initial and continuous formation and school environment (Nóvoa, Huberman, Zeichner, Marin, Mizukami, Candau, Giovanni) and authors that study the subjects related to Youth and Adult Education (Arroyo, Soares and Ribeiro). The results reveal that there are basic aspects of the Courses, currently mentioned in the interviews and documents that, when opposed to the reality of the Youth and Adult Education classes and their students and teachers needs, sometimes are considered positive, sometimes negative by the interviewed professionals. In other words, the accomplished dynamics and activities, the change of experiences among the participant teachers, the moments of reflection, the accomplished readings, the offered theory and practice, the dealt contents, the materials and equipments used, the organization and use of the time and the spaces used in the Courses, the group works, the performance of the formative teachers - they are not considered absolute elements in the evaluation of the Courses. Because of that, the analysis of that group of the different professionals opinions involved in the Courses allows us to compose a table of essential information to rethink new actions of that nature |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-02-22 |
dc.date.available.fl_str_mv |
2007-09-12 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:33:01Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Naito, Maria José Mafra. Courses of continuous formation for teachers who act in youth and adult education. 2006. 153 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10485 |
identifier_str_mv |
Naito, Maria José Mafra. Courses of continuous formation for teachers who act in youth and adult education. 2006. 153 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006. |
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