Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy

Detalhes bibliográficos
Autor(a) principal: Paula, Lucimara Cristina de
Data de Publicação: 2016
Outros Autores: Mello, Roseli Rodrigues de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
DOI: 10.5212/PraxEduc.v.11i1.0003
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/7123
Resumo: This text presents discussions on the continuing education of teachers of the early years of Elementary School, from a critical point of view on education policies, implemented by the government of the state of São Paulo, Brazil. These discussions are part of a doctoral research whose primary purpose was to verify the theoretical-methodological potential of freirean praxis for the construction of knowledge oriented to the transformation of researches and proposals on the education of teachers and their educators. The methodology included biographical accounts, which were analyzed through the Critical-Communicative Methodology assumptions and Paulo Freire’s Progressive Pedagogy. The research results indicate contributions to the education of educators inside and outside of school spaces.   Keywords: Continuing teacher education. Continuing education policies. Paulo Freire.
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spelling Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogyLas políticas de formación continua de profesores en el estado de São Paulo: debatiendo perspectivas de transformación a partir de la pedagogía progresiva freireanaAs políticas de formação contínua de professores no estado de São Paulo: debatendo perspectivas de transformação a partir da pedagogia progressista freireanaThis text presents discussions on the continuing education of teachers of the early years of Elementary School, from a critical point of view on education policies, implemented by the government of the state of São Paulo, Brazil. These discussions are part of a doctoral research whose primary purpose was to verify the theoretical-methodological potential of freirean praxis for the construction of knowledge oriented to the transformation of researches and proposals on the education of teachers and their educators. The methodology included biographical accounts, which were analyzed through the Critical-Communicative Methodology assumptions and Paulo Freire’s Progressive Pedagogy. The research results indicate contributions to the education of educators inside and outside of school spaces.   Keywords: Continuing teacher education. Continuing education policies. Paulo Freire.  Este texto presenta discusiones sobre la formación continua de maestros de los años iniciales de la Enseñanza Primaria, a partir de una mirada crítica sobre las políticas de formación, implementadas por el gobierno del estado de São Paulo. Estas discusiones hacen parte de una pesquisa de doctorado, cuya meta principal fue verificar el potencial teórico-metodológico de la praxis freireana para la construcción de conocimientos orientados a la transformación de las pesquisas y propuestas sobre la formación de los maestros y de sus instructores. La metodología contó con informes biográficos, que fueron analizados mediante los presupuestos de la Metodología Comunicativo-crítica y de la Pedagogía Progresiva de Paulo Freire. Los resultados de la pesquisa apuntan contribuciones a la formación continua de educadores dentro y fuera de los espacios escolares.   Palabras-clave: Formación continua de maestros. Políticas de Formación Continua. Paulo Freire.Este texto apresenta discussões sobre a formação contínua de professores dos anos iniciais do Ensino Fundamental, a partir de um olhar crítico sobre as políticas de formação, implementadas pelo governo do estado de São Paulo. Essas discussões fazem parte de uma pesquisa de doutorado, cujo objetivo principal foi verificar o potencial teórico-metodológico da práxis freireana para a construção de conhecimentos orientados à transformação das pesquisas e das propostas sobre a formação dos professores e de seus formadores.  A metodologia contou com relatos biográficos, que foram analisados mediante os pressupostos da Metodologia Comunicativo-crítica e da Pedagogia Progressista de Paulo Freire. Os resultados da pesquisa apontam contribuições à formação contínua de educadores dentro e fora dos espaços escolares.   Palavras-chave: Formação contínua de professores. Políticas de formação contínua. Paulo Freire.Universidade Estadual de Ponta Grossa2016-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/712310.5212/PraxEduc.v.11i1.0003Práxis Educativa; Vol. 11 No. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 63-88Práxis Educativa; Vol. 11 Núm. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 63-88Práxis Educativa; V. 11 N. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 63-88Práxis Educativa; v. 11 n. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 63-881809-43091809-403110.5212/PraxEduc.v.11i1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/7123/4757Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessPaula, Lucimara Cristina deMello, Roseli Rodrigues de2020-04-06T19:33:32Zoai:uepg.br:article/7123Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-06T19:33:32Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
Las políticas de formación continua de profesores en el estado de São Paulo: debatiendo perspectivas de transformación a partir de la pedagogía progresiva freireana
As políticas de formação contínua de professores no estado de São Paulo: debatendo perspectivas de transformação a partir da pedagogia progressista freireana
title Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
spellingShingle Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
Paula, Lucimara Cristina de
Paula, Lucimara Cristina de
title_short Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
title_full Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
title_fullStr Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
title_full_unstemmed Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
title_sort Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
author Paula, Lucimara Cristina de
author_facet Paula, Lucimara Cristina de
Paula, Lucimara Cristina de
Mello, Roseli Rodrigues de
Mello, Roseli Rodrigues de
author_role author
author2 Mello, Roseli Rodrigues de
author2_role author
dc.contributor.author.fl_str_mv Paula, Lucimara Cristina de
Mello, Roseli Rodrigues de
description This text presents discussions on the continuing education of teachers of the early years of Elementary School, from a critical point of view on education policies, implemented by the government of the state of São Paulo, Brazil. These discussions are part of a doctoral research whose primary purpose was to verify the theoretical-methodological potential of freirean praxis for the construction of knowledge oriented to the transformation of researches and proposals on the education of teachers and their educators. The methodology included biographical accounts, which were analyzed through the Critical-Communicative Methodology assumptions and Paulo Freire’s Progressive Pedagogy. The research results indicate contributions to the education of educators inside and outside of school spaces.   Keywords: Continuing teacher education. Continuing education policies. Paulo Freire.
publishDate 2016
dc.date.none.fl_str_mv 2016-06-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/7123
10.5212/PraxEduc.v.11i1.0003
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/7123
identifier_str_mv 10.5212/PraxEduc.v.11i1.0003
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/7123/4757
dc.rights.driver.fl_str_mv Copyright (c) 2016 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 11 No. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 63-88
Práxis Educativa; Vol. 11 Núm. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 63-88
Práxis Educativa; V. 11 N. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 63-88
Práxis Educativa; v. 11 n. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 63-88
1809-4309
1809-4031
10.5212/PraxEduc.v.11i1
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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dc.identifier.doi.none.fl_str_mv 10.5212/PraxEduc.v.11i1.0003

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