A política de formação continuada de professores de Mato Grosso : percepções de um grupo de professores/formadores do CEFAPRO

• Autor(a) principal: Xavier, Isaias de Oliveira
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/952
• topic: Política de formação; Formação continuada; CEFAPRO; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Training policy; Continuing education; CEFAPRO

This thesis is the result of research carried out at the Graduate Program in Education from Mato Grosso Federal University Institute of Education, in culture area, memory and theories in education, and is linked to the Research Group in Education and Psychology, with a focus on policy studies and philosophy in Hannah Arendt. The political analysis of teacher’s continuing education of the Education Mato Grosso State Department (SEDUC) was taken for analysis from the perspective of his executioners. We worked with two groups totaling twelve subjects (teachers/trainers). One of them belonging to CEFAPRO (Professional Formation Centre), in Cuiaba, and another to CEFAPRO, in Rondonopolis. We used semi-structured interviews, with the stimuli inducers: education, teaching, learning, continuing education, strengths and weaknesses of the CEFAPRO. The themes were worked under the technique of words free-association. We seek to understand how the policy interferes, and which meanings are attributed to the actions of the CEFAPRO. The training centres were legally and historically contextualized according to the laws and regulations that govern them. We did the analysis of continuing education in institutional paradigm, highlighting the role of CEFAPRO; institutionalization of the idea of ongoing education, and CEFAPRO’s structure, organization and functioning. The SEDUC’s critical education policy was based principally on the philosophies of Arendt, Kant and Durkheim. Whereas for the analysis of the continuing education concept, we support in Tardif, Imbernon and Novoa. The reports were treated with the aid of the software ALCESTE, generating five lexical context classes obtained through the hierarchical classification of the elementary context units (ECU). The results allowed us to form a full picture of conflicts being present condition unsuitable for practical training, resistance to CEFAPRO’s job, ignorance of the school units’ reality, divergent conceptions concerning continuing education, and the use of this as a administration device, among others. Despite the setbacks mentioned by Teachers/Trainers, these consider continuing education as essential to improve the education quality. In this way, our research can contribute as a reference for future studies, as well as subsidizing reflections, views to the adequation or readjustment to educators’ continued training policies in our state.