A formação centrada na escola como possibilidade de organização do trabalho pedagógico dos professores dos anos iniciais do ensino fundamental

• Autor(a) principal: Mangialardo, Izelda Goreth dos Santos
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/2073
• topic: Escola; Organização do trabalho pedagógico; Formação de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO; School; Organization of pedagogical work; Teacher training

This work is the result of research in the Master's Degree in Education of the Graduate Program in Education, (PPGEdu / CUR / UFMT), in the line of Teacher Training and Public Educational Policies, whose object of study is School-Centered Training as a possibility Of the Pedagogical Work Organization of the teachers of the initial years of Elementary School. The general objective of the research is to investigate how the Pedagogical Work Organization in the School is being conceived and developed in the conception of the director, the pedagogical coordinator and the teachers from the School-Centered Formation. The theoretical basis for the body of the conceptual discussions and the analysis and interpretation of the data collected in the research, are based on the educational pedagogical thinking of Freire (2011, 1991, 2001, 2015, 1997, 1979, 1987a, 1997b, 1982). The following authors are also taken as theoretical references to discuss the School-Centered Formation and the Pedagogical Work Organization: Carvalho (2005, 2006, 2008), Gadotti (2007, 2010), Imbernón , Ferreira (2000, 2008) and Veiga (1995, 2009). I bring as a problem that guides this research: How is the Organization of Pedagogical Work in the School designed and developed by the director, pedagogical coordinator and teachers, from School-Centered Training? The research is inserted in the qualitative approach in the dialectical perspective. For the data collection, observation, semi-structured interview and document analysis were used. Considering that training is one of the concerns of educational policies, it is important to think of a School-Centered Training as a possibility of the Pedagogical Work Organization, to think about a training that reflects on the problems of the reality of the educational practice of the teacher in the context of the exercise of the profession, With the aim of guaranteeing quality education. The school as an organizational space of teaching relies on the participation of teachers in the process of organizing school work in various activities: planning, project construction, experiences and collective decision making, among others, so their participation is essential in the training process . The research data showed that the Pedagogical Political Project (PPP) governs the actions of the school. The school has a training project in which the studies have the collaboration of professors of the department of education of the Federal University of Mato Grosso. The data pointed out how much the formation in the school is valued by the teachers, by subsidizing the reflection of the educative practice. Thus, they attribute the changes in their practices to school-centered training, which enables reflection, evaluation and organization of pedagogical work based on their concrete reality.