Formação continuada de docentes que atuam nas séries iniciais do Ensino Fundamental: inquietações e desafios

• Autor(a) principal: Pereira, Danieli Nunes
• Data de Publicação: 2020
• 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/23634
• topic: Professores de ensino fundamental - Formação profissional; Professores - Educação (Educação permanente); Ensino Fundamental; Elementary school teachers - Occupational training; Teachers - Education (Continuing education); Elementary School; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This research aims to analyze the continuing education of teachers who teach in the initial grades of elementary education of a private institution, located in the city of São Paulo, and in this context understand the continuing education of teachers as theoretical support for the exercise of pedagogical practice. The research presented is of a qualitative nature and used the analysis of the following documents: Political Pedagogical Project, showing continuing education, in the form of post-graduation and observation of classes. The subjects surveyed were two classes in the initial grades of Elementary School. The research resulted in a critical reflection on the continuing education of teachers and the importance of the reflective process on educational practice in a progressive movement to acquire new skills, as well as consolidating what is known, with the teacher being the subject of his education, capable to reflect on their practice and be aware of the theories to modify their performance with students. Thus, training does not only take place in courses, seminars and lectures, but also in pedagogical action, in exchanging with co-workers, in participating in other functions within the school space. In view of these findings, it was observed that the school is attentive to the continuous training of teachers and often offers courses and also postgraduate courses to teachers, in order to build a critical and reflective look at practice seeking professional improvement