A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3612 |
Resumo: | This research is a result of an investigation developed within the Master Degree Program in Education of the Human and Social Sciences Institute from Federal University of Mato Grosso, in Rondonópolis city. The central question which guided this study was: “How do teachers conceive the focused-school education and its relationship with pedagogical practice?”. This research aims to analyze the pedagogical practice of the early elementary education teachers to understand the conceptions about their didactic practice and its relationship with school-focused training. This research was developed within a public school of the municipal education system from Sinop, the northern region of Mato Grosso. Five early elementary education teachers were chosen as collaborators of this investigation. They were selected according to the criteria stablished by this research. The data collection and the analysis were based on a qualitative approach through the dialectic perspective sustained by authors such as Bogdan and Biklen (1994); Rey, (2010); Trivinõs, (1987); Kosik, (1976); Gadotti, (2010); Netto, (2011); Cury, (1992); Andery, (2004) and others. This methodological choice is justified by the possibility of interpretation and comprehension of the social phenomena which allows the investigation to reach their essence through this theory. The data collection of a qualitative research requires instruments to capture the object of study’s movements. So, the instruments used in this research were: closed questionnaire, semi structured interviews, documental analysis and classroom observation. The theoretical perspective which embassy the reflections is the comprehension of education as a process of the human praxis construction. Thus, to comprehend and reflect about education and pedagogical practice, I looked for contributions from Freire’s thoughts, Freitas (2004), Gadotti (1994; 2010), Imbernón (2002; 2009), Contreras (2002), Franco (2008; 2012), Carvalho (2005; 2006), Veiga (2012; 2009; 1995; 1989) and other theorists. Their theories allowed me to understand the dialectical movement among education, formation and pedagogical practice in the construction of an educational praxis committed with human emancipation. The data analysis showed that teacher education is the main focus of the school political-pedagogical project and that teachers are aware of the importance of this formation to teaching learning process become successful. However, the idea of a school which reproduces the educational system proposed by the state still remains. Regarding pedagogical practice, the reflections evince a subtle relationship with school-focused training. The major percentage of the research objects in the courses presented a normative feature: they didn’t translate the theories within pedagogical practice in the classroom, but they reproduce formation practices defined by educational systems. Thus, the research evinces that the school-focused training needs to be rethought collectively by the subjects involved and supported by the public policies created to legislate the teacher education process. |
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A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MTEducaçãoFormação centrada na escolaPrática pedagógicaCNPQ::CIENCIAS HUMANAS::EDUCACAOEducationSchool-focused trainingPedagogical practiceThis research is a result of an investigation developed within the Master Degree Program in Education of the Human and Social Sciences Institute from Federal University of Mato Grosso, in Rondonópolis city. The central question which guided this study was: “How do teachers conceive the focused-school education and its relationship with pedagogical practice?”. This research aims to analyze the pedagogical practice of the early elementary education teachers to understand the conceptions about their didactic practice and its relationship with school-focused training. This research was developed within a public school of the municipal education system from Sinop, the northern region of Mato Grosso. Five early elementary education teachers were chosen as collaborators of this investigation. They were selected according to the criteria stablished by this research. The data collection and the analysis were based on a qualitative approach through the dialectic perspective sustained by authors such as Bogdan and Biklen (1994); Rey, (2010); Trivinõs, (1987); Kosik, (1976); Gadotti, (2010); Netto, (2011); Cury, (1992); Andery, (2004) and others. This methodological choice is justified by the possibility of interpretation and comprehension of the social phenomena which allows the investigation to reach their essence through this theory. The data collection of a qualitative research requires instruments to capture the object of study’s movements. So, the instruments used in this research were: closed questionnaire, semi structured interviews, documental analysis and classroom observation. The theoretical perspective which embassy the reflections is the comprehension of education as a process of the human praxis construction. Thus, to comprehend and reflect about education and pedagogical practice, I looked for contributions from Freire’s thoughts, Freitas (2004), Gadotti (1994; 2010), Imbernón (2002; 2009), Contreras (2002), Franco (2008; 2012), Carvalho (2005; 2006), Veiga (2012; 2009; 1995; 1989) and other theorists. Their theories allowed me to understand the dialectical movement among education, formation and pedagogical practice in the construction of an educational praxis committed with human emancipation. The data analysis showed that teacher education is the main focus of the school political-pedagogical project and that teachers are aware of the importance of this formation to teaching learning process become successful. However, the idea of a school which reproduces the educational system proposed by the state still remains. Regarding pedagogical practice, the reflections evince a subtle relationship with school-focused training. The major percentage of the research objects in the courses presented a normative feature: they didn’t translate the theories within pedagogical practice in the classroom, but they reproduce formation practices defined by educational systems. Thus, the research evinces that the school-focused training needs to be rethought collectively by the subjects involved and supported by the public policies created to legislate the teacher education process.O presente trabalho trata-se do corolário de uma pesquisa de Mestrado vinculada ao Programa de Pós-Graduação em Educação do Instituto de Ciências Humanas e Sociais da Universidade Federal de Mato Grosso, Câmpus Universitário de Rondonópolis. A problemática apresentada como questão central da pesquisa foi: “Como os professores concebem a formação centrada na escola e a relação com a sua prática pedagógica?”. A pesquisa tem como objetivo principal analisar a prática pedagógica de professores dos anos iniciais do ensino fundamental e compreender as concepções que permeiam as ações didáticas destes professores e a relação com a formação centrada na escola. Esta pesquisa foi desenvolvida numa escola pública da Rede Municipal de Ensino do município de Sinop, região norte do estado de Mato Grosso. Os sujeitos colaboradores da pesquisa foram cinco professoras dos anos iniciais do ensino fundamental, escolhidos de acordo com os critérios estabelecidos pela investigação. Para a coleta e análise dos dados, assumo uma abordagem qualitativa na perspectiva dialética, como caminho teórico-metodológico sustentado por autores como: Bogdan e Biklen (1994); Rey (2010); Trivinõs (1987); Kosik (1976); Gadotti (2010); Netto (2011); Cury (1992); Andery (2004), dentre outros, uma vez que esta perspectiva favorece a interpretação e compreensão dos fenômenos sociais, possibilitando chegar a sua essência. A coleta de dados numa pesquisa qualitativa requer instrumentos que possibilitem captar o movimento do objeto de estudo, assim, os instrumentos utilizados nesta pesquisa foram: questionário fechado, entrevista semiestruturada, análise documental e a observação direta em sala de aula. A perspectiva teórica que alicerça as reflexões, a partir dos dados colhidos, compreende a educação como processo de construção da práxis humana. Assim, para refletir e compreender sobre educação, formação e prática pedagógica, busquei aportes no pensamento freiriano, em Freitas (2004), Gadotti (1994; 2010), Imbernón (2002; 2009), Contreras (2002), Franco (2008; 2012), Carvalho (2005; 2006), Veiga (2012; 2009; 1995; 1989) dentre outros, que me permitiram compreender o movimento dialético entre educação, formação e prática pedagógica na construção de uma práxis educativa comprometida com a emacipação humana. A análise dos dados indicou que a formação docente é o foco central do projeto político-pedagógico da unidade pesquisada e que os professores têm consciência da importância dessa formação para o sucesso do processo de ensino e aprendizagem. Porém, predomina a ideia de escola como espaço de reprodução do sistema educativo proposto pelo estado. No que tange às práticas pedagógicas, as reflexões evidenciaram uma tímida relação com a formação centrada na escola, sendo que a maior parte dos objetos de estudo nas formações era de caráter normativo, que não se traduziam em práticas na sala de aula, prevalecendo, assim, práticas reprodutivistas de formações determinadas pelos sistemas de ensino. Desse modo, foi possível constatar que a formação centrada na escola precisa ser repensada coletivamente pelos sujeitos envolvidos e amparada por políticas públicas delineadas para acompanhar o processo de formação docente.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisCarvalho, Ademar de Limahttp://lattes.cnpq.br/6926944750460343Carvalho, Ademar de Lima138.040.731-15http://lattes.cnpq.br/6926944750460343Martins, Rosana Maria487.111.101-63http://lattes.cnpq.br/0099631864718875138.040.731-15Garske, Lindalva Maria Novaes318.149.721-53http://lattes.cnpq.br/1703129875647473Raimann, Elizabeth Gottschalg293.714.146-34http://lattes.cnpq.br/1315277492758269Vecchia, Solange Ana Dalla2022-11-17T20:31:32Z2017-03-202022-11-17T20:31:32Z2017-02-21info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisVECCHIA, Solange Ana Dalla. A formação centrada na escola e a prática pedagógica: um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT. 2017. 173 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017.http://ri.ufmt.br/handle/1/3612porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-11-21T06:03:13Zoai:localhost:1/3612Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2022-11-21T06:03:13Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT |
title |
A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT |
spellingShingle |
A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT Vecchia, Solange Ana Dalla Educação Formação centrada na escola Prática pedagógica CNPQ::CIENCIAS HUMANAS::EDUCACAO Education School-focused training Pedagogical practice |
title_short |
A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT |
title_full |
A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT |
title_fullStr |
A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT |
title_full_unstemmed |
A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT |
title_sort |
A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT |
author |
Vecchia, Solange Ana Dalla |
author_facet |
Vecchia, Solange Ana Dalla |
author_role |
author |
dc.contributor.none.fl_str_mv |
Carvalho, Ademar de Lima http://lattes.cnpq.br/6926944750460343 Carvalho, Ademar de Lima 138.040.731-15 http://lattes.cnpq.br/6926944750460343 Martins, Rosana Maria 487.111.101-63 http://lattes.cnpq.br/0099631864718875 138.040.731-15 Garske, Lindalva Maria Novaes 318.149.721-53 http://lattes.cnpq.br/1703129875647473 Raimann, Elizabeth Gottschalg 293.714.146-34 http://lattes.cnpq.br/1315277492758269 |
dc.contributor.author.fl_str_mv |
Vecchia, Solange Ana Dalla |
dc.subject.por.fl_str_mv |
Educação Formação centrada na escola Prática pedagógica CNPQ::CIENCIAS HUMANAS::EDUCACAO Education School-focused training Pedagogical practice |
topic |
Educação Formação centrada na escola Prática pedagógica CNPQ::CIENCIAS HUMANAS::EDUCACAO Education School-focused training Pedagogical practice |
description |
This research is a result of an investigation developed within the Master Degree Program in Education of the Human and Social Sciences Institute from Federal University of Mato Grosso, in Rondonópolis city. The central question which guided this study was: “How do teachers conceive the focused-school education and its relationship with pedagogical practice?”. This research aims to analyze the pedagogical practice of the early elementary education teachers to understand the conceptions about their didactic practice and its relationship with school-focused training. This research was developed within a public school of the municipal education system from Sinop, the northern region of Mato Grosso. Five early elementary education teachers were chosen as collaborators of this investigation. They were selected according to the criteria stablished by this research. The data collection and the analysis were based on a qualitative approach through the dialectic perspective sustained by authors such as Bogdan and Biklen (1994); Rey, (2010); Trivinõs, (1987); Kosik, (1976); Gadotti, (2010); Netto, (2011); Cury, (1992); Andery, (2004) and others. This methodological choice is justified by the possibility of interpretation and comprehension of the social phenomena which allows the investigation to reach their essence through this theory. The data collection of a qualitative research requires instruments to capture the object of study’s movements. So, the instruments used in this research were: closed questionnaire, semi structured interviews, documental analysis and classroom observation. The theoretical perspective which embassy the reflections is the comprehension of education as a process of the human praxis construction. Thus, to comprehend and reflect about education and pedagogical practice, I looked for contributions from Freire’s thoughts, Freitas (2004), Gadotti (1994; 2010), Imbernón (2002; 2009), Contreras (2002), Franco (2008; 2012), Carvalho (2005; 2006), Veiga (2012; 2009; 1995; 1989) and other theorists. Their theories allowed me to understand the dialectical movement among education, formation and pedagogical practice in the construction of an educational praxis committed with human emancipation. The data analysis showed that teacher education is the main focus of the school political-pedagogical project and that teachers are aware of the importance of this formation to teaching learning process become successful. However, the idea of a school which reproduces the educational system proposed by the state still remains. Regarding pedagogical practice, the reflections evince a subtle relationship with school-focused training. The major percentage of the research objects in the courses presented a normative feature: they didn’t translate the theories within pedagogical practice in the classroom, but they reproduce formation practices defined by educational systems. Thus, the research evinces that the school-focused training needs to be rethought collectively by the subjects involved and supported by the public policies created to legislate the teacher education process. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-03-20 2017-02-21 2022-11-17T20:31:32Z 2022-11-17T20:31:32Z |
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 |
VECCHIA, Solange Ana Dalla. A formação centrada na escola e a prática pedagógica: um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT. 2017. 173 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017. http://ri.ufmt.br/handle/1/3612 |
identifier_str_mv |
VECCHIA, Solange Ana Dalla. A formação centrada na escola e a prática pedagógica: um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT. 2017. 173 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2017. |
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http://ri.ufmt.br/handle/1/3612 |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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