O programa Salto para o Futuro no DF (1992–2000): limites e possibilidades na percepção dos orientadores de aprendizage

• Autor(a) principal: Pereira, Soraya Marques
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/4104
• topic: Programa Salto para o Futuro; Educação a distância; Formação de professores; Orientadores de aprendizagem; Guiding learning; Salto para o Futuro program; Distance education; Teacher's formation; EDUCACAO::ENSINO-APRENDIZAGEM

This document discuss, using analysis and experience of teachers in the “Salto para o Futuro program” applied in Brazilian‟s capital, the process of teacher‟s continuous formation with specific delimited subject of their works in the core business, limits and possibilities of the program, in the intention as public policy program in e-learning used by MEC. In this paper the period of study is about 1992 to 2000, years of beginning and ending of the program. The method of the study was a qualitative research using this list of procedures: bibliography collection of thesis and dissertations approved in the Post-Graduation about educations and available on Capes website, semistructured interviews with ex-teachers of the Program Salto Para o Futuro and documental analysis of the course‟s final reports offered by the Program. This document is divides in chapters: the first presents the five big base themes: teacher‟s continuous formation, the e-learning, a TV set in the school and interactivity; the second chapter tells about the history of Salto para o Futuro Program in Brazil and in the capital city and presents papers about investigative program researchers. The third chapter expose about the vision, conceptions and experiences of the teachers of the Program. Besides they recognizes contributions in the Salto para o Futuro Program in some way to teacher‟s continuous formations program, they exposed some ambiguous steps of the process. As an example, interactivity was incomplete, in special about the intercommunication with teachers, students and specialists.