Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da natureza
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/905 |
Resumo: | This study is situated in the field of current educational policies for the continuing education of teachers. The central goal is to analyze the Mato Grosso Center for the Training and Updating of Basic Education Professionals (Cefapro/MT) acting as a space for the continuous training of profesisonals to act in the area of nature sciences. The theoretical basis for the development of the analyses was moored on authors who seek to conceive educational policies as a cycle which involves several contexts and social actors, as well as on authors who touch matters relative to conceptions and tendencies of continuing education of teachers. Following that assumption, the methodology consisted on a qualitative approach of the case study type and was oriented by: analyses of the continuing education of teachers in science centers and nuclei; analyses on the process of creation of Cefapro/MT and its transformation into a State policy as well as one of identifying the continued education experiences of managers, trainer-professors in the area of nature sciences at Cefapro/MT and teachers in the referred-to area who act in the State's public network. The research sample consisted of interviews with three protagonists of the training center's history, eight managers and thirtenn trainer-professors in the area of nature sciences at Cefapro/MT, as well as twenty-one teachers working in the State's public network, in the referred-to knowledge area. The results of this study indicate that the initiative of creating Cefapro/MT was carried out in the context of a public school. Subsequently, the proposal was taken as a State policy for the continuing training of teachers and later for all professional of basic education. One of the aspects which draws attention in the analyses about the way Cefapro/MT works is the change in the concept of training. In the context of a public school, a training based on reflexion on pedagogical work was defended. As a State policy, Cefapro/MT, the technicist edge becomes prescriptive, however the conception of training gradually transforms itself and, nowadays, the actions are articulated with the Educator Room project, being aimed at the training of all education professionals who act in the school, thus being able to get reacquainted with tis origins. The interviews made it evident that Cefapro/MT participant are still not clear on the real role of said Center. In reference to continuing education, they still can't concretize their conceptions in the training practices they carry out, which can be an evidence to the formative weakness of the training professor, which has been restricted to self-training. In their day-to-day practices, the trainer-professors stand countless unforeseen events, facing conflicts and opposition, which makes the context experienced a dynamic space with diversified social relationships, where references are not clear and the work ways are constantly altered. I consider that there is a need for a collective building of a planning that is formative, systematic and coherent, and which satisfies the trainer-professors' desires and needs in the area of nature sciences, so that they can also build practices which are formative and coherent in their daily lives. |
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Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da naturezaFormação continuadaCEFAPRO/MTCiências da naturezaCNPQ::CIENCIAS HUMANAS::EDUCACAOContinuing educationCEFAPRO/MTNature sciencesThis study is situated in the field of current educational policies for the continuing education of teachers. The central goal is to analyze the Mato Grosso Center for the Training and Updating of Basic Education Professionals (Cefapro/MT) acting as a space for the continuous training of profesisonals to act in the area of nature sciences. The theoretical basis for the development of the analyses was moored on authors who seek to conceive educational policies as a cycle which involves several contexts and social actors, as well as on authors who touch matters relative to conceptions and tendencies of continuing education of teachers. Following that assumption, the methodology consisted on a qualitative approach of the case study type and was oriented by: analyses of the continuing education of teachers in science centers and nuclei; analyses on the process of creation of Cefapro/MT and its transformation into a State policy as well as one of identifying the continued education experiences of managers, trainer-professors in the area of nature sciences at Cefapro/MT and teachers in the referred-to area who act in the State's public network. The research sample consisted of interviews with three protagonists of the training center's history, eight managers and thirtenn trainer-professors in the area of nature sciences at Cefapro/MT, as well as twenty-one teachers working in the State's public network, in the referred-to knowledge area. The results of this study indicate that the initiative of creating Cefapro/MT was carried out in the context of a public school. Subsequently, the proposal was taken as a State policy for the continuing training of teachers and later for all professional of basic education. One of the aspects which draws attention in the analyses about the way Cefapro/MT works is the change in the concept of training. In the context of a public school, a training based on reflexion on pedagogical work was defended. As a State policy, Cefapro/MT, the technicist edge becomes prescriptive, however the conception of training gradually transforms itself and, nowadays, the actions are articulated with the Educator Room project, being aimed at the training of all education professionals who act in the school, thus being able to get reacquainted with tis origins. The interviews made it evident that Cefapro/MT participant are still not clear on the real role of said Center. In reference to continuing education, they still can't concretize their conceptions in the training practices they carry out, which can be an evidence to the formative weakness of the training professor, which has been restricted to self-training. In their day-to-day practices, the trainer-professors stand countless unforeseen events, facing conflicts and opposition, which makes the context experienced a dynamic space with diversified social relationships, where references are not clear and the work ways are constantly altered. I consider that there is a need for a collective building of a planning that is formative, systematic and coherent, and which satisfies the trainer-professors' desires and needs in the area of nature sciences, so that they can also build practices which are formative and coherent in their daily lives.Este estudo situa-se no campo das atuais políticas educacionais para a formação continuada de professores. O objetivo central foi analisar a atuação do Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso (Cefapro/MT), como espaço de formação continuada de profissionais que atuam na área das ciências da natureza. A base teórica para o desenvolvimento das análises foi ancorada em autores, que buscam conceber as políticas educacionais como um ciclo que envolve vários contextos e atores sociais, bem como em autores que abordam questões relativas às concepções e tendências de formação continuada de professores. Seguindo este pressuposto a metodologia deu-se em uma abordagem qualitativa, do tipo estudo de caso, e orientou-se por análises da formação continuada de professores em centros e núcleos de ciências; análises sobre o processo de criação do Cefapro/MT e sua transformação em uma política de estado; e identificação das experiências de formação continuada dos gestores, professores formadores da área das ciências da natureza do Cefapro/MT e professores da referida área que atuam na rede pública estadual. A amostra da pesquisa se constituiu em entrevistas com três protagonistas da história do centro de formação, oito gestores e treze professores formadores da área das ciências da natureza do Cefapro/MT, além de vinte e um professores atuantes na rede pública estadual, na referida área de conhecimento. Os resultados deste estudo indicam que a iniciativa de criação do Cefapro/MT deu-se no contexto de uma escola pública. Posteriormente, a proposta foi assumida como uma política de Estado para a formação continuada de professores e mais tarde de todos os profissionais da educação básica. Um dos aspectos que chama atenção nas análises sobre a atuação do Cefapro/MT é a mudança na concepção de formação. No contexto da escola pública defendia-se a formação fundada na reflexão sobre o trabalho pedagógico. Como política de Estado, o Cefapro/MT se torna prescritivo de cunho tecnicista, porém a concepção de formação vai se transformando e atualmente as ações estão articuladas com o projeto Sala de Educador, voltando-se para a formação de todos os profissionais da educação que atuam na escola, podendo aproximar-se novamente de sua origem. As entrevistas evidenciaram que os atores do Cefapro/MT ainda não têm clareza do real papel do referido centro. No que se refere à formação continuada, ainda não conseguem concretizar suas concepções nas práticas formativas que realizam, o que pode ser evidência da fragilidade formativa do professor-formador, que tem se resumido à auto-formação. Em suas práticas cotidianas os professores-formadores suportam inúmeros imprevistos, enfrentam conflitos e oposições, o que torna o contexto vivenciado um espaço dinâmico com relações sociais diversificadas, no qual as referências não estão claras e as formas de trabalho se alteram constantemente. Considero que há a necessidade de uma construção coletiva de um planejamento formativo, sistemático e coerente, que atinja os desejos e necessidades dos professores-formadores da área das ciências da natureza, para que esses possam também construir práticas formativas e coerentes na sua cotidianidade.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoLima, Tânia Maria dehttp://lattes.cnpq.br/1003388291863684Lima, Tânia Maria de275.001.791-20http://lattes.cnpq.br/1003388291863684Rocha, Simone Albuquerque da138.091.800-68http://lattes.cnpq.br/6364731326374137275.001.791-20Vignado, Jane025.039.428-65http://lattes.cnpq.br/1238470920418236Kapitango-a-Samba, Kilwangy Kya227.974.058-38http://lattes.cnpq.br/6952349205800043Carvalho, Daniela Franco188.041.028-10http://lattes.cnpq.br/8974289881139128Gobatto, Márcia Regina2019-03-08T13:10:22Z2012-06-222019-03-08T13:10:22Z2012-04-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisGOBATTO, Márcia Regina. Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso: um olhar sobre a área das ciências da natureza. 2012. 139 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2012.http://ri.ufmt.br/handle/1/905porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-03-09T07:11:04Zoai:localhost:1/905Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-03-09T07:11:04Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da natureza |
title |
Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da natureza |
spellingShingle |
Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da natureza Gobatto, Márcia Regina Formação continuada CEFAPRO/MT Ciências da natureza CNPQ::CIENCIAS HUMANAS::EDUCACAO Continuing education CEFAPRO/MT Nature sciences |
title_short |
Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da natureza |
title_full |
Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da natureza |
title_fullStr |
Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da natureza |
title_full_unstemmed |
Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da natureza |
title_sort |
Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso : um olhar sobre a área das ciências da natureza |
author |
Gobatto, Márcia Regina |
author_facet |
Gobatto, Márcia Regina |
author_role |
author |
dc.contributor.none.fl_str_mv |
Lima, Tânia Maria de http://lattes.cnpq.br/1003388291863684 Lima, Tânia Maria de 275.001.791-20 http://lattes.cnpq.br/1003388291863684 Rocha, Simone Albuquerque da 138.091.800-68 http://lattes.cnpq.br/6364731326374137 275.001.791-20 Vignado, Jane 025.039.428-65 http://lattes.cnpq.br/1238470920418236 Kapitango-a-Samba, Kilwangy Kya 227.974.058-38 http://lattes.cnpq.br/6952349205800043 Carvalho, Daniela Franco 188.041.028-10 http://lattes.cnpq.br/8974289881139128 |
dc.contributor.author.fl_str_mv |
Gobatto, Márcia Regina |
dc.subject.por.fl_str_mv |
Formação continuada CEFAPRO/MT Ciências da natureza CNPQ::CIENCIAS HUMANAS::EDUCACAO Continuing education CEFAPRO/MT Nature sciences |
topic |
Formação continuada CEFAPRO/MT Ciências da natureza CNPQ::CIENCIAS HUMANAS::EDUCACAO Continuing education CEFAPRO/MT Nature sciences |
description |
This study is situated in the field of current educational policies for the continuing education of teachers. The central goal is to analyze the Mato Grosso Center for the Training and Updating of Basic Education Professionals (Cefapro/MT) acting as a space for the continuous training of profesisonals to act in the area of nature sciences. The theoretical basis for the development of the analyses was moored on authors who seek to conceive educational policies as a cycle which involves several contexts and social actors, as well as on authors who touch matters relative to conceptions and tendencies of continuing education of teachers. Following that assumption, the methodology consisted on a qualitative approach of the case study type and was oriented by: analyses of the continuing education of teachers in science centers and nuclei; analyses on the process of creation of Cefapro/MT and its transformation into a State policy as well as one of identifying the continued education experiences of managers, trainer-professors in the area of nature sciences at Cefapro/MT and teachers in the referred-to area who act in the State's public network. The research sample consisted of interviews with three protagonists of the training center's history, eight managers and thirtenn trainer-professors in the area of nature sciences at Cefapro/MT, as well as twenty-one teachers working in the State's public network, in the referred-to knowledge area. The results of this study indicate that the initiative of creating Cefapro/MT was carried out in the context of a public school. Subsequently, the proposal was taken as a State policy for the continuing training of teachers and later for all professional of basic education. One of the aspects which draws attention in the analyses about the way Cefapro/MT works is the change in the concept of training. In the context of a public school, a training based on reflexion on pedagogical work was defended. As a State policy, Cefapro/MT, the technicist edge becomes prescriptive, however the conception of training gradually transforms itself and, nowadays, the actions are articulated with the Educator Room project, being aimed at the training of all education professionals who act in the school, thus being able to get reacquainted with tis origins. The interviews made it evident that Cefapro/MT participant are still not clear on the real role of said Center. In reference to continuing education, they still can't concretize their conceptions in the training practices they carry out, which can be an evidence to the formative weakness of the training professor, which has been restricted to self-training. In their day-to-day practices, the trainer-professors stand countless unforeseen events, facing conflicts and opposition, which makes the context experienced a dynamic space with diversified social relationships, where references are not clear and the work ways are constantly altered. I consider that there is a need for a collective building of a planning that is formative, systematic and coherent, and which satisfies the trainer-professors' desires and needs in the area of nature sciences, so that they can also build practices which are formative and coherent in their daily lives. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-06-22 2012-04-24 2019-03-08T13:10:22Z 2019-03-08T13:10:22Z |
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 |
GOBATTO, Márcia Regina. Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso: um olhar sobre a área das ciências da natureza. 2012. 139 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2012. http://ri.ufmt.br/handle/1/905 |
identifier_str_mv |
GOBATTO, Márcia Regina. Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso: um olhar sobre a área das ciências da natureza. 2012. 139 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2012. |
url |
http://ri.ufmt.br/handle/1/905 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da 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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