Proformação e a construção da identidade profissional docente

• Autor(a) principal: PRADO, Marineuza Caldeira de Sousa
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/2030
• topic: 1 Proformação; 2 Formação de professores; 3 Educação a distância; 1 Proformação; 2 Teachers‟ education; 3 Distance education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Proformação and the building of the teacher´s professional identity is the result of a study developed according to the research line Teacher‟s Education and Profissionalization of the Post-graduation Program on Education of Universidade Federal de Goiás. The focus of this study is the in-service teachers‟ education program Proformação . This program was created by the Ministry of Education in partnership with states and municipalities, which professionalized lay teachers who taught the first grades of primary school, literacy classes and pre-school groups. It was a secondary education level program which was carried out in the distance education mode. This study aims at understanding teachers‟ perceptions about Proformação . These teachers are from Rio Verde and took part of this program during 2000 and 2001. In order to do this, it was necessary to know how Proformação influenced the teachers‟ professional relations; to verify the current evaluation those teachers have of the program; to verify how the journals written by teachers during the course contributed to the building of their professional identity and to analyze if the teachers‟ discourse points to changes in their pedagogical practice. The theoretical reference used in this study was based on the analysis of teacher education, distance education and informative and instructional materials about Proformação . The methodology used a qualitative approach, considering the particular aspects of the investigated theme. We chose this methodology because it made possible to describe teachers‟ perceptions about Proformação and its meaning for the building of their professional identity. A case study was carried out to understand, analyze and rebuild educational situations which were experienced by the social group that was part of this study. Questionnaires were used, a focus group was carried out and the teachers‟ journals were analyzed. The study revealed that programs like Proformação , which offered hasty education, are part of a Brazilian educational policy financed by international institutions, especially the World Bank, which has strong influence on educational, political and economic decisions of Brazilian education. Proformação brought meaningful changes to the group of lay teachers who took part in it. In general, the group was very motivated and with high self-esteem; teachers‟ discourse reveals improvement in their pedagogical practice and 82% of them proceeded to higher education. With their degree, they have broken the lay teacher stigma . However, many of them were not able to overcome the barriers which prevent them from having a critical and reflexive attitude about themselves and their profession. These teachers‟ professional identity, like the identity of any other teacher, is not complete. While they are professionally active, it will be in construction