A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental

Detalhes bibliográficos
Autor(a) principal: Assunção, Ozélia Horácio Gonçalves
Data de Publicação: 2013
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
Texto Completo: http://www.repositorio.ufc.br/handle/riufc/14359
Resumo: This work presents a study about the training of teachers in the early years of Elementary School in the school institution and seeks to understand the reflections builted by the group of teachers, coordinators, and managers of the school, as well as the conditions of life and work, in which the process of training was developed. For this reason, it was based on an experience of in-service training in a public school in the city of Fortaleza, whose work was been developed since 2006. As reasoning for reaching the goals of this study, it was found support in the formulations of Nóvoa (1997), Lima (2001), Imbernón (2010; 2011) and Sacristán (2010) on the process of continuing education of teachers, formulated to break the relationship of this process with the professional development. In Canário (1997) it is found support to discuss the school as a space of training for teachers, with the light of the thought of Freire (1996) and Garcia (1999) who discussed professional development, among other authors that were used to build this work. The corpus analyzed is the result of a search of a qualitative nature, come from a case study of ethnographic type, formed from three methodological tools: the comments field in a period of one year and four months, where were observed moments of training and planning, the semi-structured interviews, used with four teachers, the vice-director, a pedagogical coordinator and the director of the Municipal School Edith Braga, located in Fortaleza, under the jurisdiction of Regional Executive Secretary VI - VI. The data revealed that the training gains in the school were more significant because there was the group of teachers in partnership with the coordination and management, in a process of training and self permanent formation, where the individual experiences and collective were set in learning, in various knowledge. However, this training is not developed in a peaceful environment, with conditions for its implementation, so, the school find alternatives to circumvent the obstacles that prevent the occurrence of this training. It was concluded that for the school become a training area for your teachers it is need a greater decentralization of training policies in favor of the school. The teachers will recognize that space and the activities developed as necessary and important for their professional development.
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spelling A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamentalSchool as space service training for teachers years teaching initial essentialProfessores de ensino fundamental - Fortaleza(CE) - Educação (Educação Permanente)Professores de ensino fundamental - Fortaleza(CE) - FormaçãoEscolas Municipais - Fortaleza(CE)Professional developmentTraining schoolThis work presents a study about the training of teachers in the early years of Elementary School in the school institution and seeks to understand the reflections builted by the group of teachers, coordinators, and managers of the school, as well as the conditions of life and work, in which the process of training was developed. For this reason, it was based on an experience of in-service training in a public school in the city of Fortaleza, whose work was been developed since 2006. As reasoning for reaching the goals of this study, it was found support in the formulations of Nóvoa (1997), Lima (2001), Imbernón (2010; 2011) and Sacristán (2010) on the process of continuing education of teachers, formulated to break the relationship of this process with the professional development. In Canário (1997) it is found support to discuss the school as a space of training for teachers, with the light of the thought of Freire (1996) and Garcia (1999) who discussed professional development, among other authors that were used to build this work. The corpus analyzed is the result of a search of a qualitative nature, come from a case study of ethnographic type, formed from three methodological tools: the comments field in a period of one year and four months, where were observed moments of training and planning, the semi-structured interviews, used with four teachers, the vice-director, a pedagogical coordinator and the director of the Municipal School Edith Braga, located in Fortaleza, under the jurisdiction of Regional Executive Secretary VI - VI. The data revealed that the training gains in the school were more significant because there was the group of teachers in partnership with the coordination and management, in a process of training and self permanent formation, where the individual experiences and collective were set in learning, in various knowledge. However, this training is not developed in a peaceful environment, with conditions for its implementation, so, the school find alternatives to circumvent the obstacles that prevent the occurrence of this training. It was concluded that for the school become a training area for your teachers it is need a greater decentralization of training policies in favor of the school. The teachers will recognize that space and the activities developed as necessary and important for their professional development.O presente trabalho traz um estudo sobre a formação contínua dos professores dos anos iniciais do Ensino Fundamental na instituição escolar e busca compreender as reflexões construídas pelo grupo de professores, coordenadores e gestores da escola, bem como as condições de vida e trabalho, em que esse processo de formação se desenvolve. Para isso, tomou por base uma experiência de formação em serviço de uma escola pública do município de Fortaleza, cujo trabalho já se desenvolvia desde 2006. Como fundamentação para o alcance dos objetivos o estudo encontrou apoio nas formulações de Nóvoa (1997), Lima (2001), Imbernón (2010; 2011) e Sacristán (2010) sobre o processo de formação continuada dos professores, formulado a partir da relação deste com o desenvolvimento profissional. Em Canário (1997) encontramos apoio para discutir a escola como espaço de formação para os professores, a luz do pensamento de Freire (1996) e García (1999) discutimos desenvolvimento profissional, entre outros autores que recorremos para construir esse trabalho. O corpus analisado é resultado de uma pesquisa de natureza qualitativa, oriunda de um estudo de caso do tipo etnográfico, constituído a partir de dois instrumentos metodológicos: as observações de campo realizadas no interstício de um ano e quatro meses, onde foram observados os momentos de formação e planejamento, as entrevistas semiestruturadas, utilizadas com quatro professoras, a vice-diretora, uma coordenadora pedagógica e a diretora da Escola Municipal Edith Braga, localizada em Fortaleza, sob a jurisdição da Secretaria Executiva Regional VI – SER VI. Os dados revelaram que na escola, a formação ganha mais significado porque é protagonizada pelo grupo de professores em parceria com a coordenação e gestão, num processo de formação e auto formação permanente, onde as experiências individuais e coletivas se configuram em aprendizagens, em saberes diversos. No entanto, essa formação não se desenvolve em um ambiente tranquilo, com condições para sua realização, a escola vai encontrando alternativas para driblar os obstáculos que impedem que essa formação aconteça. Concluiu-se que para que a escola se constitua espaço de formação para seus professores é necessário que haja uma maior descentralização das políticas de formação em favor da escola, que os professores reconhecem esse espaço e as atividades ali desenvolvidas como necessárias e significativas a seu desenvolvimento profissional.www.teses.ufc.brDias, Ana Maria IorioAssunção, Ozélia Horácio Gonçalves2015-12-08T16:59:35Z2015-12-08T16:59:35Z2013info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfASSUNÇÃO, Ozélia Horácio Gonçalves. A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental. 2013. 137f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013.http://www.repositorio.ufc.br/handle/riufc/14359porreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFCinfo:eu-repo/semantics/openAccess2019-03-14T15:26:10Zoai:repositorio.ufc.br:riufc/14359Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T18:51:06.160911Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental
School as space service training for teachers years teaching initial essential
title A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental
spellingShingle A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental
Assunção, Ozélia Horácio Gonçalves
Professores de ensino fundamental - Fortaleza(CE) - Educação (Educação Permanente)
Professores de ensino fundamental - Fortaleza(CE) - Formação
Escolas Municipais - Fortaleza(CE)
Professional development
Training school
title_short A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental
title_full A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental
title_fullStr A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental
title_full_unstemmed A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental
title_sort A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental
author Assunção, Ozélia Horácio Gonçalves
author_facet Assunção, Ozélia Horácio Gonçalves
author_role author
dc.contributor.none.fl_str_mv Dias, Ana Maria Iorio
dc.contributor.author.fl_str_mv Assunção, Ozélia Horácio Gonçalves
dc.subject.por.fl_str_mv Professores de ensino fundamental - Fortaleza(CE) - Educação (Educação Permanente)
Professores de ensino fundamental - Fortaleza(CE) - Formação
Escolas Municipais - Fortaleza(CE)
Professional development
Training school
topic Professores de ensino fundamental - Fortaleza(CE) - Educação (Educação Permanente)
Professores de ensino fundamental - Fortaleza(CE) - Formação
Escolas Municipais - Fortaleza(CE)
Professional development
Training school
description This work presents a study about the training of teachers in the early years of Elementary School in the school institution and seeks to understand the reflections builted by the group of teachers, coordinators, and managers of the school, as well as the conditions of life and work, in which the process of training was developed. For this reason, it was based on an experience of in-service training in a public school in the city of Fortaleza, whose work was been developed since 2006. As reasoning for reaching the goals of this study, it was found support in the formulations of Nóvoa (1997), Lima (2001), Imbernón (2010; 2011) and Sacristán (2010) on the process of continuing education of teachers, formulated to break the relationship of this process with the professional development. In Canário (1997) it is found support to discuss the school as a space of training for teachers, with the light of the thought of Freire (1996) and Garcia (1999) who discussed professional development, among other authors that were used to build this work. The corpus analyzed is the result of a search of a qualitative nature, come from a case study of ethnographic type, formed from three methodological tools: the comments field in a period of one year and four months, where were observed moments of training and planning, the semi-structured interviews, used with four teachers, the vice-director, a pedagogical coordinator and the director of the Municipal School Edith Braga, located in Fortaleza, under the jurisdiction of Regional Executive Secretary VI - VI. The data revealed that the training gains in the school were more significant because there was the group of teachers in partnership with the coordination and management, in a process of training and self permanent formation, where the individual experiences and collective were set in learning, in various knowledge. However, this training is not developed in a peaceful environment, with conditions for its implementation, so, the school find alternatives to circumvent the obstacles that prevent the occurrence of this training. It was concluded that for the school become a training area for your teachers it is need a greater decentralization of training policies in favor of the school. The teachers will recognize that space and the activities developed as necessary and important for their professional development.
publishDate 2013
dc.date.none.fl_str_mv 2013
2015-12-08T16:59:35Z
2015-12-08T16:59:35Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv ASSUNÇÃO, Ozélia Horácio Gonçalves. A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental. 2013. 137f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013.
http://www.repositorio.ufc.br/handle/riufc/14359
identifier_str_mv ASSUNÇÃO, Ozélia Horácio Gonçalves. A escola como espaço de formação contínua para os professores dos anos iniciais do ensino fundamental. 2013. 137f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013.
url http://www.repositorio.ufc.br/handle/riufc/14359
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv www.teses.ufc.br
publisher.none.fl_str_mv www.teses.ufc.br
dc.source.none.fl_str_mv reponame:Repositório Institucional da Universidade Federal do Ceará (UFC)
instname:Universidade Federal do Ceará (UFC)
instacron:UFC
instname_str Universidade Federal do Ceará (UFC)
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institution UFC
reponame_str Repositório Institucional da Universidade Federal do Ceará (UFC)
collection Repositório Institucional da Universidade Federal do Ceará (UFC)
repository.name.fl_str_mv Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)
repository.mail.fl_str_mv bu@ufc.br || repositorio@ufc.br
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