A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia.
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMG |
Texto Completo: | http://hdl.handle.net/1843/39037 |
Resumo: | The purpose of this investigation was to analyze the curriculum planning of teachers, based on an action research collective built in the school environment. Research on the processes of continuing teacher education was also addressed, especially when built collectively. This work started from critical theory as a method of understanding and analyzing reality, for the identification of the maximum elements that constitute and overlap with the curricular planning of teachers. To understand the themes of the curriculum, the research used the studies of Gimeno Sacristan, Jurgo Santomé, Henry Giroux and Ivor Goodson. The references of Benardette Gatti, Julio Diniz-Pereira, Selma Garrido Pimenta, Maurice Tardif, Claude Lessard, Michel Fullan and Andy Hargreaves also contributed to the field of continuing teacher education. The methodological choice of action research was to meet the teachers' demands to build an investigation instrument and, at the same time, to meet, exchange experiences, encouraging continued training and professional development among the participants. The research was carried out in three distinct stages: the diagnosis of problems related to the teachers' curriculum planning; reflection and action around curriculum themes through thematic and collective action research seminars; and the synthesis and evaluation of the processes carried out by employees. Sixteen collective meetings were held between the teacher-researchers, during which the organization and production times of the curricula were investigated; the objectives and social demands of the curricula; curricular public policies; and the evaluation processes. In addition to the curricular aspects, the research highlighted the processes of continuing education and, especially, in-service training, stimulated during the research processes. The precariousness and proletarianization of teachers and the contradiction in the face of the processes of organization, autonomy and shared work became evident. It is understood, from the perspective of the work, that the exposure and analysis about the contradictions present in the teachers' work can contribute to a greater understanding of the elements and forces present directly and indirectly in the curriculum planning. We sought to understand how these structural constituents also fall, regulate or affect work and teacher training. The results indicated that teachers are subject to many processes of regulation and control over development and decisions related to curriculum planning. However, there is also resistance and coping with deficiencies and over-regulation present in the profession, especially through a collective of action and reflection, professional development and the construction of collective and shared experiences. |
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A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia.Research-action among teachers: investigating the curriculum planning and continuing education of Geography teachers.Planejamento curricularFormação continuadaPesquisa-açãoEducaçãoProfessores de geografia - FormaçãoProfessores - TreinamentoProfessores - FormaçãoCurrículos - PlanejamentoThe purpose of this investigation was to analyze the curriculum planning of teachers, based on an action research collective built in the school environment. Research on the processes of continuing teacher education was also addressed, especially when built collectively. This work started from critical theory as a method of understanding and analyzing reality, for the identification of the maximum elements that constitute and overlap with the curricular planning of teachers. To understand the themes of the curriculum, the research used the studies of Gimeno Sacristan, Jurgo Santomé, Henry Giroux and Ivor Goodson. The references of Benardette Gatti, Julio Diniz-Pereira, Selma Garrido Pimenta, Maurice Tardif, Claude Lessard, Michel Fullan and Andy Hargreaves also contributed to the field of continuing teacher education. The methodological choice of action research was to meet the teachers' demands to build an investigation instrument and, at the same time, to meet, exchange experiences, encouraging continued training and professional development among the participants. The research was carried out in three distinct stages: the diagnosis of problems related to the teachers' curriculum planning; reflection and action around curriculum themes through thematic and collective action research seminars; and the synthesis and evaluation of the processes carried out by employees. Sixteen collective meetings were held between the teacher-researchers, during which the organization and production times of the curricula were investigated; the objectives and social demands of the curricula; curricular public policies; and the evaluation processes. In addition to the curricular aspects, the research highlighted the processes of continuing education and, especially, in-service training, stimulated during the research processes. The precariousness and proletarianization of teachers and the contradiction in the face of the processes of organization, autonomy and shared work became evident. It is understood, from the perspective of the work, that the exposure and analysis about the contradictions present in the teachers' work can contribute to a greater understanding of the elements and forces present directly and indirectly in the curriculum planning. We sought to understand how these structural constituents also fall, regulate or affect work and teacher training. The results indicated that teachers are subject to many processes of regulation and control over development and decisions related to curriculum planning. However, there is also resistance and coping with deficiencies and over-regulation present in the profession, especially through a collective of action and reflection, professional development and the construction of collective and shared experiences.O objetivo desta investigação foi à análise do planejamento curricular de professores, a partir de um coletivo de pesquisa-ação construído no ambiente da escola. Abordou-se, também, a investigação sobre os processos de formação continuada de professores, especialmente, quando construídos coletivamente. Este trabalho partiu da teoria crítica como método de compreensão e análise da realidade, para a identificação do máximo de elementos que constituem e sobrepõem-se aos planejamentos curriculares dos professores. Para a compreensão das temáticas do currículo, a pesquisa utilizou os estudos de Gimeno Sacristan, Jurgo Santomé, Henry Giroux e Ivor Goodson. Valeram-se também, como aporte para o campo da formação continuada de professores, as referências de Benardette Gatti, Julio Diniz-Pereira, Selma Garrido Pimenta, Maurice Tardif, Claude Lessard, Michel Fullan e Andy Hargreaves. A escolha metodológica da pesquisa-ação foi de encontro às demandas dos professores em construírem um instrumento de investigação e, ao mesmo tempo, de encontro, troca de experiências, incentivando a formação continuada e o desenvolvimento profissional entre os participantes. A pesquisa desenvolveu-se em três etapas distintas: o diagnóstico dos problemas relativos ao planejamento curricular dos professores; a reflexão e ação em torno dos temas do currículo através de seminários temáticos e coletivos de pesquisa-ação; e a síntese e avaliação dos processos realizados pelos colaboradores. Foram realizados dezesseis encontros coletivos entre os professores-pesquisadores, durante os quais foram investigados os tempos de organização e produção dos currículos; os objetivos e demandas sociais dos currículos; as políticas públicas curriculares; e os processos de avaliação. Além dos aspectos curriculares, a pesquisa evidenciou os processos de formação continuada e, especialmente, a formação em serviço, estimulada durante os processos da pesquisa. Evidenciou-se a precarização e proletarização dos professores e a contradição frente aos processos de organização, autonomia e trabalho compartilhado. Entende-se, na perspectiva do trabalho, que a exposição e análise acerca das contradições presentes no trabalho dos professores podem contribuir para uma maior compreensão sobre os elementos e forças presentes direta e indiretamente no planejamento curricular. Procurou-se compreender como essas constituintes estruturais também recaem, regulam ou afetam o trabalho e a formação docente. Os resultados indicaram que os professores estão sujeitos a muitos processos de regulação e controle sobre o desenvolvimento e decisões relacionados com o planejamento dos currículos. Entretanto, também há resistência e enfrentamento às deficiências e às super-regulações presentes na profissão, especialmente, através de um coletivo de ação e reflexão, desenvolvimento profissional e construção de experiências coletivas e compartilhadas.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorUniversidade Federal de Minas GeraisBrasilFAE - FACULDADE DE EDUCAÇÃOPrograma de Pós-Graduação em Educação - Conhecimento e Inclusão SocialUFMGJosé Ângelo Garígliohttp://lattes.cnpq.br/6524038089245903Fernando Conde VeigaSuzana dos Santos GomesSílvia Maria de ContaldoCarlos Eduardo de Pinho Marques França2022-01-07T12:42:30Z2022-01-07T12:42:30Z2019-08-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/1843/39037porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMG2022-01-07T12:42:31Zoai:repositorio.ufmg.br:1843/39037Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oairepositorio@ufmg.bropendoar:2022-01-07T12:42:31Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia. Research-action among teachers: investigating the curriculum planning and continuing education of Geography teachers. |
title |
A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia. |
spellingShingle |
A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia. Carlos Eduardo de Pinho Marques França Planejamento curricular Formação continuada Pesquisa-ação Educação Professores de geografia - Formação Professores - Treinamento Professores - Formação Currículos - Planejamento |
title_short |
A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia. |
title_full |
A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia. |
title_fullStr |
A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia. |
title_full_unstemmed |
A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia. |
title_sort |
A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia. |
author |
Carlos Eduardo de Pinho Marques França |
author_facet |
Carlos Eduardo de Pinho Marques França |
author_role |
author |
dc.contributor.none.fl_str_mv |
José Ângelo Garíglio http://lattes.cnpq.br/6524038089245903 Fernando Conde Veiga Suzana dos Santos Gomes Sílvia Maria de Contaldo |
dc.contributor.author.fl_str_mv |
Carlos Eduardo de Pinho Marques França |
dc.subject.por.fl_str_mv |
Planejamento curricular Formação continuada Pesquisa-ação Educação Professores de geografia - Formação Professores - Treinamento Professores - Formação Currículos - Planejamento |
topic |
Planejamento curricular Formação continuada Pesquisa-ação Educação Professores de geografia - Formação Professores - Treinamento Professores - Formação Currículos - Planejamento |
description |
The purpose of this investigation was to analyze the curriculum planning of teachers, based on an action research collective built in the school environment. Research on the processes of continuing teacher education was also addressed, especially when built collectively. This work started from critical theory as a method of understanding and analyzing reality, for the identification of the maximum elements that constitute and overlap with the curricular planning of teachers. To understand the themes of the curriculum, the research used the studies of Gimeno Sacristan, Jurgo Santomé, Henry Giroux and Ivor Goodson. The references of Benardette Gatti, Julio Diniz-Pereira, Selma Garrido Pimenta, Maurice Tardif, Claude Lessard, Michel Fullan and Andy Hargreaves also contributed to the field of continuing teacher education. The methodological choice of action research was to meet the teachers' demands to build an investigation instrument and, at the same time, to meet, exchange experiences, encouraging continued training and professional development among the participants. The research was carried out in three distinct stages: the diagnosis of problems related to the teachers' curriculum planning; reflection and action around curriculum themes through thematic and collective action research seminars; and the synthesis and evaluation of the processes carried out by employees. Sixteen collective meetings were held between the teacher-researchers, during which the organization and production times of the curricula were investigated; the objectives and social demands of the curricula; curricular public policies; and the evaluation processes. In addition to the curricular aspects, the research highlighted the processes of continuing education and, especially, in-service training, stimulated during the research processes. The precariousness and proletarianization of teachers and the contradiction in the face of the processes of organization, autonomy and shared work became evident. It is understood, from the perspective of the work, that the exposure and analysis about the contradictions present in the teachers' work can contribute to a greater understanding of the elements and forces present directly and indirectly in the curriculum planning. We sought to understand how these structural constituents also fall, regulate or affect work and teacher training. The results indicated that teachers are subject to many processes of regulation and control over development and decisions related to curriculum planning. However, there is also resistance and coping with deficiencies and over-regulation present in the profession, especially through a collective of action and reflection, professional development and the construction of collective and shared experiences. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-08-29 2022-01-07T12:42:30Z 2022-01-07T12:42:30Z |
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 |
http://hdl.handle.net/1843/39037 |
url |
http://hdl.handle.net/1843/39037 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais Brasil FAE - FACULDADE DE EDUCAÇÃO Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social UFMG |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais Brasil FAE - FACULDADE DE EDUCAÇÃO Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social UFMG |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMG instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
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Universidade Federal de Minas Gerais (UFMG) |
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UFMG |
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UFMG |
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Repositório Institucional da UFMG |
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Repositório Institucional da UFMG |
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Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG) |
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repositorio@ufmg.br |
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1823248226157854720 |