O trabalho colaborativo na formação contínua de professores dos anos finais do Ensino Fundamental em uma escola pública de Barueri

• Autor(a) principal: Nonato, Aline Angélica Lima
• 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/23236
• topic: Trabalho de grupo na educação; Educação permanente; Professores de ensino fundamental - Formação profissional; Group work in education; Continuing education; Elementary school teachers - Occupational training; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The goal of that search is to analyze, by the teachers reports, a training experience in order to understand the possibilities to contribute for the collaborative work of a culture training transformation at school. This formative experience is fruit of a partnership between the Educational Coordinator (EC) and the author of this study, a Portuguese language teacher, and happen during the Pedagogics collective meetings that was performed weekly in the dependencies of a public school from a municipal education at Barueri-SP. The meetings count with Elementary school teachers by the different subjects and the Educational Coordinator, everyone in an effective position and with a lot of years working on a public basic education. The literature review was guided by studies of Alarcão (2010); Aquino and Mussi (2001); Canário (1998); Fullan and Hargreaves (2000); Fortes and Flores (2011); Freire (1996); Imbernón (2006; 2009; 2016); Passos and André (2016); Pimenta (2002); Tardif (2014) and Vaillant and Marcelo Garcia (2001) to understand the continuous training, the collaborative work and the perspective of the reflective teacher during a continuous formative processes school-based. The survey data, of qualitative approach, were collective from five reports that was made by the teachers during the HTPCs and later in an interview about the formative experience involving five teachers and the Educational Coordinator. The Analysis of the results was based on Prose Analysis proposed by André (1983) and it was discussed from two categories: The formative experience on the participants views and the contributions to the in-service training by the collaborative work; which contribute with an elaboration of appointments, resulting on a new formative proposal. The research revealed that knowledge and the own experience can contribute for the other formation, when it's shared. Showed none alone possibilities of work in the face of the daily school problems by the deliberate cooperation promoted by the teachers and the Educational Coordinator on the continuous formation meetings, that favored the realization of the affective and cognitive changes, characteristics of the collaborative work. The formative experience, focus on studying, showed the necessity and the interest of a group in study, learn and share situations that generated new learnings between the teachers in the same school, being powerful elements during the professional group development and the formative culture transformation in a school environment. The study has also shown even though the theory and educational practices need to go together because there is a mutual strengthening of learnings needed to the teaching profession, fact which reflect in the quality of the process also, the education and learning