Uma experiência de formação de professores em serviço: curso de atualização de professores de escolas de horário integral

• Autor(a) principal: Silva, Julia Desiderio da
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10565
• topic: Continuing Education; Full-time School Program; Public Policy; Professores - Formação; Centros Integrados de Educação Pública; Políticas públicas; Formação de professores; Horário integral; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

This research focused on the proposal for in-service teacher training in the Update Course for Full-Time School Teachers as part of the Second Special Education Program (II PEEE), which was held during Leonel Brizola s second administration of Rio de Janeiro in the years of 1991 to 1994. The study aimed at analyzing the proposal for in-service teacher training, focusing this course as one of this training initiatives. Then, it aimed at identifying significant contributions which were produced at that specific time and place and that could enrich discussions and bring about questions for current debates on teacher continuing education. During the process it was necessary to outline the trajectory of the First and Second Special Education Programs (I and II PEE) in order to facilitate the understanding of the evolution of this plan and its proposal for teacher training and the elaboration of the course. After the retaking of the II PEE, due to the necessity of pedagogical reestructuration of the Integrated Public Education Centers (CIEPs), the course was created in a partnership with the Rio de Janeiro State University (UERJ). The most important issue identified in this proposal for teacher training was the fact that it considered the school as a locus of continuing education and conceived teacher s knowledge as its base in this process. Although this aspect is of great relevance in the discussions about this theme nowadays, at that time, it was considered as innovation. We understand that the results of this study may contribute to expand not only the debates on questions concerning teacher continuing education, but also on the creation of different alternatives of public full-time school programs, which have their proposal of training as a response to a contemporary society necessity and to fundament actions of public education policy managers.