Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/2505 |
Resumo: | The context of Teacher Training in Brazil has been marked by different training trends, plans, goals and high investments in teacher training, but few changes have been significant. In view of this scenario, in the present research we aim to analyze the conception / conceptions of PNAIC Teachers Continued Formation within the Municipal Education Network of São Luís. In this sense, it was necessary to identify in the PNAIC guiding documents the underlying pedagogical conceptions to pedagogical practices, as well as to understand the material conditions of the teaching work that made possible the production of the pedagogical practices of the PNAIC. As a methodological foundation, we adopted the qualitative approach, through bibliographical, documentary and field research. Our approach finds theoretical home in Historical-Dialectical Materialism, having the Marxist referential as a compass. In this way, the empirical data collection, the semi-structured interviews with the actors of the research were based on Kosik (1976), Gourde (2012), Gadotti (2010), Frigotto (2010), Tanuri 2000). In order to achieve this goal, research was conducted on the relationships and interactions of social and political spheres related to teacher training in the PNAIC, considering Duarte (2003), Silva (2001), Santos (2010, 2014), Freitas (1992,1995) , Vituriano (2008); Prazeres (2007); Nóvoa (1995); Saviani (2005) among others. Marx (1978, 1982, 2008), Marx and Engels (2007). The results of the research indicate that the process of implementation of the PNAIC since its inception in 2013 has undergone restructuring, advances and systemic setbacks. The research also identified that the perspective of continuing education present in the PNAIC is based on the studies of Philippe Perrenoud (1993), Maurice Tardif (2002) and Kenneth Zeichner (1998), Schön (2000) of teachers based on Practical Rationality as opposed to that based on Critical (or Praxis) Rationality. Despite the limits observed in the training practices analyzed, the teachers participating in this research considered them an important tool for their professional development. |
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LAUANDE, Maria de Fátima Ribeiro Franco076475493-91http://lattes.cnpq.br/2263261015778150LAUANDE, Maria de Fátima Ribeiro Franco076475493-91http://lattes.cnpq.br/2263261015778150MELO, Maria Alicehttp://lattes.cnpq.br/8175989249772475SILVA, Acildo Leite dahttp://lattes.cnpq.br/8319209685636448020241883-97http://lattes.cnpq.br/5884959906608911SALAZAR, Jerry Wendell Rocha2019-02-07T18:57:43Z2018-11-27SALAZAR, Jerry Wendell Rocha. Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED. 2018. 155 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís.https://tedebc.ufma.br/jspui/handle/tede/tede/2505The context of Teacher Training in Brazil has been marked by different training trends, plans, goals and high investments in teacher training, but few changes have been significant. In view of this scenario, in the present research we aim to analyze the conception / conceptions of PNAIC Teachers Continued Formation within the Municipal Education Network of São Luís. In this sense, it was necessary to identify in the PNAIC guiding documents the underlying pedagogical conceptions to pedagogical practices, as well as to understand the material conditions of the teaching work that made possible the production of the pedagogical practices of the PNAIC. As a methodological foundation, we adopted the qualitative approach, through bibliographical, documentary and field research. Our approach finds theoretical home in Historical-Dialectical Materialism, having the Marxist referential as a compass. In this way, the empirical data collection, the semi-structured interviews with the actors of the research were based on Kosik (1976), Gourde (2012), Gadotti (2010), Frigotto (2010), Tanuri 2000). In order to achieve this goal, research was conducted on the relationships and interactions of social and political spheres related to teacher training in the PNAIC, considering Duarte (2003), Silva (2001), Santos (2010, 2014), Freitas (1992,1995) , Vituriano (2008); Prazeres (2007); Nóvoa (1995); Saviani (2005) among others. Marx (1978, 1982, 2008), Marx and Engels (2007). The results of the research indicate that the process of implementation of the PNAIC since its inception in 2013 has undergone restructuring, advances and systemic setbacks. The research also identified that the perspective of continuing education present in the PNAIC is based on the studies of Philippe Perrenoud (1993), Maurice Tardif (2002) and Kenneth Zeichner (1998), Schön (2000) of teachers based on Practical Rationality as opposed to that based on Critical (or Praxis) Rationality. Despite the limits observed in the training practices analyzed, the teachers participating in this research considered them an important tool for their professional development.O contexto da Formação de Professores no Brasil tem sido marcado por diferentes tendências formativas, planos, metas e altos investimentos em formação de professores/as, porém, poucas mudanças têm sido significativas. Diante desse cenário, na presente pesquisa objetivamos analisar a/as concepção/concepções de Formação Continuada de Professores do PNAIC no âmbito da Rede Municipal de Educação de São Luís. Nesse sentido, se fez necessário, identificar nos documentos norteadores do PNAIC as concepções pedagógicas subjacentes às práticas pedagógicas, bem como compreender as condições materiais do trabalho docente que possibilitaram a produção das práticas pedagógicas do PNAIC. Como fundamentação metodológica, adotamos a abordagem qualitativa, mediante pesquisa bibliográfica, documental e de campo. Nossa abordagem encontra lar teórico no Materialismo Histórico-Dialético, tendo o referencial Marxista como bússola. Desse modo, a coleta de dados empíricos, as entrevistas semiestruturadas com os atores da pesquisa respaldaram-se em Kosik (1976), Dourado (2004, 2009), Ghedin (2012), Gadotti (2010), Frigotto (2010), Tanuri (2000). Para tanto, procedeu-se em pesquisa sobre as relações e interações das esferas sociais e políticas referentes à formação de professores no PNAIC, considerando Duarte (2003), Silva (2001), Santos (2010, 2014), Freitas (1992,1995), Vituriano (2008); Prazeres (2007); Nóvoa (1995); Saviani (2005) dentre outros. Marx (1978, 1982, 2008), Marx e Engels (2007). Os resultados da pesquisa indicam que o processo de implementação do PNAIC desde sua criação em 2013, tem perpassado por reestruturações, avanços e recuos sistêmicos. A pesquisa também identificou que a perspectiva de formação continuada presente no PNAIC baseia-se nos estudos de Philippe Perrenoud (1993), Maurice Tardif (2002) e Kenneth Zeichner (1998), Schön (2000) ao mesmo passo que se aproxima modelo de formação de professores/as baseado na Racionalidade Prática em oposição ao baseado na Racionalidade Crítica (ou da Práxis). Em que pese os limites observados nas práticas formativas analisadas, os professores/as participantes desta investigação consideraram-nas um importante instrumento para o seu desenvolvimento profissionalSubmitted by Daniella Santos (daniella.santos@ufma.br) on 2019-02-07T18:57:43Z No. of bitstreams: 1 JERRYSALAZAR.pdf: 1187502 bytes, checksum: 0f6ee5a6db781041c515af5c473f2fe5 (MD5)Made available in DSpace on 2019-02-07T18:57:43Z (GMT). No. of bitstreams: 1 JERRYSALAZAR.pdf: 1187502 bytes, checksum: 0f6ee5a6db781041c515af5c473f2fe5 (MD5) Previous issue date: 2018-11-27CAPESapplication/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSOUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOFormação continuada de professoresParadigmas da formação docentePráxis docentePNAICContinuing teacher trainingParadigms of teacher trainingTeaching praxisPNAICPlanejamento e Avaliação EducacionalFormação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMEDOngoing teacher education in the teaching network of São Luis: an analysis from the National Pact for Literacy in the Right Age PNAIC / UFMA-SEMEDinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALJERRYSALAZAR.pdfJERRYSALAZAR.pdfapplication/pdf1187502http://tedebc.ufma.br:8080/bitstream/tede/2505/2/JERRYSALAZAR.pdf0f6ee5a6db781041c515af5c473f2fe5MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/2505/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/25052019-02-07 15:57:43.846oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312019-02-07T18:57:43Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED |
dc.title.alternative.eng.fl_str_mv |
Ongoing teacher education in the teaching network of São Luis: an analysis from the National Pact for Literacy in the Right Age PNAIC / UFMA-SEMED |
title |
Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED |
spellingShingle |
Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED SALAZAR, Jerry Wendell Rocha Formação continuada de professores Paradigmas da formação docente Práxis docente PNAIC Continuing teacher training Paradigms of teacher training Teaching praxis PNAIC Planejamento e Avaliação Educacional |
title_short |
Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED |
title_full |
Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED |
title_fullStr |
Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED |
title_full_unstemmed |
Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED |
title_sort |
Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED |
author |
SALAZAR, Jerry Wendell Rocha |
author_facet |
SALAZAR, Jerry Wendell Rocha |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
LAUANDE, Maria de Fátima Ribeiro Franco |
dc.contributor.advisor1ID.fl_str_mv |
076475493-91 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2263261015778150 |
dc.contributor.referee1.fl_str_mv |
LAUANDE, Maria de Fátima Ribeiro Franco |
dc.contributor.referee1ID.fl_str_mv |
076475493-91 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2263261015778150 |
dc.contributor.referee2.fl_str_mv |
MELO, Maria Alice |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8175989249772475 |
dc.contributor.referee3.fl_str_mv |
SILVA, Acildo Leite da |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8319209685636448 |
dc.contributor.authorID.fl_str_mv |
020241883-97 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5884959906608911 |
dc.contributor.author.fl_str_mv |
SALAZAR, Jerry Wendell Rocha |
contributor_str_mv |
LAUANDE, Maria de Fátima Ribeiro Franco LAUANDE, Maria de Fátima Ribeiro Franco MELO, Maria Alice SILVA, Acildo Leite da |
dc.subject.por.fl_str_mv |
Formação continuada de professores Paradigmas da formação docente Práxis docente PNAIC |
topic |
Formação continuada de professores Paradigmas da formação docente Práxis docente PNAIC Continuing teacher training Paradigms of teacher training Teaching praxis PNAIC Planejamento e Avaliação Educacional |
dc.subject.eng.fl_str_mv |
Continuing teacher training Paradigms of teacher training Teaching praxis PNAIC |
dc.subject.cnpq.fl_str_mv |
Planejamento e Avaliação Educacional |
description |
The context of Teacher Training in Brazil has been marked by different training trends, plans, goals and high investments in teacher training, but few changes have been significant. In view of this scenario, in the present research we aim to analyze the conception / conceptions of PNAIC Teachers Continued Formation within the Municipal Education Network of São Luís. In this sense, it was necessary to identify in the PNAIC guiding documents the underlying pedagogical conceptions to pedagogical practices, as well as to understand the material conditions of the teaching work that made possible the production of the pedagogical practices of the PNAIC. As a methodological foundation, we adopted the qualitative approach, through bibliographical, documentary and field research. Our approach finds theoretical home in Historical-Dialectical Materialism, having the Marxist referential as a compass. In this way, the empirical data collection, the semi-structured interviews with the actors of the research were based on Kosik (1976), Gourde (2012), Gadotti (2010), Frigotto (2010), Tanuri 2000). In order to achieve this goal, research was conducted on the relationships and interactions of social and political spheres related to teacher training in the PNAIC, considering Duarte (2003), Silva (2001), Santos (2010, 2014), Freitas (1992,1995) , Vituriano (2008); Prazeres (2007); Nóvoa (1995); Saviani (2005) among others. Marx (1978, 1982, 2008), Marx and Engels (2007). The results of the research indicate that the process of implementation of the PNAIC since its inception in 2013 has undergone restructuring, advances and systemic setbacks. The research also identified that the perspective of continuing education present in the PNAIC is based on the studies of Philippe Perrenoud (1993), Maurice Tardif (2002) and Kenneth Zeichner (1998), Schön (2000) of teachers based on Practical Rationality as opposed to that based on Critical (or Praxis) Rationality. Despite the limits observed in the training practices analyzed, the teachers participating in this research considered them an important tool for their professional development. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-11-27 |
dc.date.accessioned.fl_str_mv |
2019-02-07T18:57:43Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SALAZAR, Jerry Wendell Rocha. Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED. 2018. 155 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/2505 |
identifier_str_mv |
SALAZAR, Jerry Wendell Rocha. Formação continuada de professores na rede de ensino de São Luis: uma análise a partir do Pacto Nacional pela Alfabetização na Idade Certa PNAIC/UFMA-SEMED. 2018. 155 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís. |
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https://tedebc.ufma.br/jspui/handle/tede/tede/2505 |
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por |
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Universidade Federal do Maranhão |
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UFMA |
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Brasil |
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DEPARTAMENTO DE EDUCAÇÃO II/CCSO |
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Universidade Federal do Maranhão |
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