A formação em serviço e a construção da coletividade nas htpcs por professoras de educação infantil

• Autor(a) principal: Mauri, Caroline de Lira
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/15739
• topic: Educação infantil; Formação em serviço; Horário de trabalho pedagógico coletivo; Coletivo; Prática reflexiva; Organização do ensino; Early childhood education; In-service training; Collective pedagogical work schedule; Collective. reflective practice; Organization of teaching; CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL

This research aims to analyse how kindergarten teachers express themselves about the collective experiences in HTPCs (Hours/Hour of Collective Pedagogical Work) and the influence of this moment on the reflection on their practice and the organization of teaching. It is an analysis of the participants' understanding and this research is qualitative and interpretive nature. Data were collected through semi-structured interviews conducted out with 5 (five) selected participants, of which 2 (two) responded to the pilot script and 3 (three) to the final interview script, prepared from the notes made during the qualification of this dissertation. The data obtained were listed according to the research question: How do kindergarten teachers understand the collective work in HTPCs in relation to the possibility of this help in reflecting on the practice? Data were divided into three categories of analysis, namely: 1) Participation and Motivation; 2) The sense of the collective for the teachers participating in the research; 3) Continuing Education in HTPCs and the influence of collective work in the organization of teaching and teaching practice. The results show that the teachers understand the collective work associated with the HTPC as a moment in which they can discuss issues relevant to their daily lives. The professors recognize the meetings as an opportunity to reflect on the practice that influences the organization of teaching, in addition, they recognize the HTPCs as an opportunity for continuing education. However, elements that hinder the occurrence of the collective were identified, such as the presence of the coordinating teacher as a “guide” for the interviewees, demonstrating the difference in roles .