O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de caso
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/1189 |
Resumo: | This Master’s thesis investigates an unexplored theme on the national research scenario: the professional development of beginning teachers graduated in Pedagogy. This study is linked to the Master Degree Program in Education of Federal University of Mato Grosso, in Rondonópolis city. It was developed into the line of research Teacher Education and Educational Public Policies and it is a result of several discussions promoted by the researchers group InvestigAção. This study understands teacher education as one of the leading aspects of professional development which must be constantly improved along teachers career. Thus, we consider the beginning of teaching career a fundamental part of this process. Such period is featured by doubts, anguishes and fears, attempts of adjustment, interactions and decisionmaking about teaching career. The main goal of this research was to investigate what beginning teachers graduated in Pedagogy say about their professional development after their participation on the OBEDUC/UFMT project. It presents a qualitative approach based on a case study. Some procedures and data collection instruments such as observation, document analisys, analisys of autobiographical narratives (specially memorial) and semi-structured interviews were used to develop this research. The study was guided by the following questions: What are the needs pointed by the beginning teachers participants of the OBEDUC/UFMT project? What do these teachers say about this education project? How do they associate the project to their professional development? Four teachers of the initial years of elementary school cooperated with this study. They were chosen because they graduated recently in pedagogy at UFMT/CUR and they had less than five years of experience on their career as teachers at that time. The data were collected in some educational meetings promoted at UFMT/CUR and also in four schools: two of them were municipal schools and two of them were state schools. The results point out that the continuing education program offered by the OBEDUC/UFMT project contributes to the professional development of teachers throught the promotion of several reflections about their pedagogical practices and teaching career. |
id |
UFMT_eb5ad562b0ee19cbecd0c0a3443bfd9e |
---|---|
oai_identifier_str |
oai:localhost:1/1189 |
network_acronym_str |
UFMT |
network_name_str |
Repositório Institucional da UFMT |
repository_id_str |
|
spelling |
O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de casoFormação de professoresProfessores iniciantesDesenvolvimento profissionalNarrativasProjeto OBEDUC/UFMTCNPQ::CIENCIAS HUMANAS::EDUCACAOTeacher educationBeginning teachersProfessional developmentNarrativeOBEDUC/UFMT projectThis Master’s thesis investigates an unexplored theme on the national research scenario: the professional development of beginning teachers graduated in Pedagogy. This study is linked to the Master Degree Program in Education of Federal University of Mato Grosso, in Rondonópolis city. It was developed into the line of research Teacher Education and Educational Public Policies and it is a result of several discussions promoted by the researchers group InvestigAção. This study understands teacher education as one of the leading aspects of professional development which must be constantly improved along teachers career. Thus, we consider the beginning of teaching career a fundamental part of this process. Such period is featured by doubts, anguishes and fears, attempts of adjustment, interactions and decisionmaking about teaching career. The main goal of this research was to investigate what beginning teachers graduated in Pedagogy say about their professional development after their participation on the OBEDUC/UFMT project. It presents a qualitative approach based on a case study. Some procedures and data collection instruments such as observation, document analisys, analisys of autobiographical narratives (specially memorial) and semi-structured interviews were used to develop this research. The study was guided by the following questions: What are the needs pointed by the beginning teachers participants of the OBEDUC/UFMT project? What do these teachers say about this education project? How do they associate the project to their professional development? Four teachers of the initial years of elementary school cooperated with this study. They were chosen because they graduated recently in pedagogy at UFMT/CUR and they had less than five years of experience on their career as teachers at that time. The data were collected in some educational meetings promoted at UFMT/CUR and also in four schools: two of them were municipal schools and two of them were state schools. The results point out that the continuing education program offered by the OBEDUC/UFMT project contributes to the professional development of teachers throught the promotion of several reflections about their pedagogical practices and teaching career.CAPESEsta pesquisa aborda um tema ainda pouco explorado no cenário nacional, ou seja, os estudos sobre o desenvolvimento profissional dos professores iniciantes egressos da Pedagogia, e está inserida no Programa de Pós-Graduação em Educação (PPGEdu) da Universidade Federal de Mato Grosso, Campus Universitário de Rondonópolis (UFMT/CUR), na linha de pesquisa intitulada Formação de professores e políticas públicas educacionais, desenvolvida pelo Grupo de pesquisa InvestiAção. A formação de professores é compreendida na pesquisa como um dos fatores constituintes do desenvolvimento profissional, compreendido como um processo que se dá ao longo da carreira docente, em um continuum. Assim sendo, considera-se a iniciação à docência uma fase importante desse processo. Tal período é marcado por dúvidas, angústias e medos, fase de ajustamentos, interações e tomada de decisões em relação à carreira docente. Neste cenário, esta pesquisa teve como objetivo investigar o que apontam os professores iniciantes egressos da Pedagogia sobre seu desenvolvimento profissional, a partir da formação continuada propiciada pelo projeto OBEDUC/UFMT. A abordagem qualitativa permeou a pesquisa com a adoção do estudo de caso. Como procedimentos e instrumentos para coleta de dados foram adotadas a observação, a análise documental e de narrativas autobiográficas – especificamente memorial e entrevistas semiestruturadas. Foram formuladas questões indagadoras, quais sejam: Quais necessidades de formação são suscitadas pelos professores iniciantes egressos da Pedagogia participantes do projeto OBEDUC/UFMT? O que os professores manifestam sobre a formação continuada propiciada pelo projeto e como a associam ao seu desenvolvimento profissional? Contou com quatro professoras dos anos iniciais do ensino fundamental como colaboradoras e teve, como critério, serem egressas do curso de Pedagogia, considerando o prazo máximo de cinco anos de experiência na docência. Os dados foram levantados em quatro escolas, sendo duas municipais e duas estaduais, e também nos encontros de formação que aconteceram em diferentes espaços – UFMT/CUR e escolas. Os resultados apontaram que a formação continuada oferecida pelo projeto OBEDUC/UFMT é considerada pelos professores como ponto de reflexão sobre suas práticas e também sobre a carreira docente, contribuindo assim para o seu desenvolvimento profissional.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisRocha, Simone Albuquerque dahttp://lattes.cnpq.br/6364731326374137Rocha, Simone Albuquerque da138.091.800-68http://lattes.cnpq.br/6364731326374137Cunha, Érika Virgílio Rodrigues da568.853.421-49http://lattes.cnpq.br/1583175347126296138.091.800-68Mizukami, Maria da Graca Nicoletti244.328.578-20http://lattes.cnpq.br/2121396261196481França, Márcia Socorro dos Santos2019-07-04T14:10:48Z2016-05-252019-07-04T14:10:48Z2016-04-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisFRANÇA, Márcia Socorro dos Santos. O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia: um estudo de caso. 2016. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016.http://ri.ufmt.br/handle/1/1189porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-07-14T07:02:17Zoai:localhost:1/1189Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-07-14T07:02:17Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de caso |
title |
O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de caso |
spellingShingle |
O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de caso França, Márcia Socorro dos Santos Formação de professores Professores iniciantes Desenvolvimento profissional Narrativas Projeto OBEDUC/UFMT CNPQ::CIENCIAS HUMANAS::EDUCACAO Teacher education Beginning teachers Professional development Narrative OBEDUC/UFMT project |
title_short |
O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de caso |
title_full |
O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de caso |
title_fullStr |
O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de caso |
title_full_unstemmed |
O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de caso |
title_sort |
O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia : um estudo de caso |
author |
França, Márcia Socorro dos Santos |
author_facet |
França, Márcia Socorro dos Santos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Rocha, Simone Albuquerque da http://lattes.cnpq.br/6364731326374137 Rocha, Simone Albuquerque da 138.091.800-68 http://lattes.cnpq.br/6364731326374137 Cunha, Érika Virgílio Rodrigues da 568.853.421-49 http://lattes.cnpq.br/1583175347126296 138.091.800-68 Mizukami, Maria da Graca Nicoletti 244.328.578-20 http://lattes.cnpq.br/2121396261196481 |
dc.contributor.author.fl_str_mv |
França, Márcia Socorro dos Santos |
dc.subject.por.fl_str_mv |
Formação de professores Professores iniciantes Desenvolvimento profissional Narrativas Projeto OBEDUC/UFMT CNPQ::CIENCIAS HUMANAS::EDUCACAO Teacher education Beginning teachers Professional development Narrative OBEDUC/UFMT project |
topic |
Formação de professores Professores iniciantes Desenvolvimento profissional Narrativas Projeto OBEDUC/UFMT CNPQ::CIENCIAS HUMANAS::EDUCACAO Teacher education Beginning teachers Professional development Narrative OBEDUC/UFMT project |
description |
This Master’s thesis investigates an unexplored theme on the national research scenario: the professional development of beginning teachers graduated in Pedagogy. This study is linked to the Master Degree Program in Education of Federal University of Mato Grosso, in Rondonópolis city. It was developed into the line of research Teacher Education and Educational Public Policies and it is a result of several discussions promoted by the researchers group InvestigAção. This study understands teacher education as one of the leading aspects of professional development which must be constantly improved along teachers career. Thus, we consider the beginning of teaching career a fundamental part of this process. Such period is featured by doubts, anguishes and fears, attempts of adjustment, interactions and decisionmaking about teaching career. The main goal of this research was to investigate what beginning teachers graduated in Pedagogy say about their professional development after their participation on the OBEDUC/UFMT project. It presents a qualitative approach based on a case study. Some procedures and data collection instruments such as observation, document analisys, analisys of autobiographical narratives (specially memorial) and semi-structured interviews were used to develop this research. The study was guided by the following questions: What are the needs pointed by the beginning teachers participants of the OBEDUC/UFMT project? What do these teachers say about this education project? How do they associate the project to their professional development? Four teachers of the initial years of elementary school cooperated with this study. They were chosen because they graduated recently in pedagogy at UFMT/CUR and they had less than five years of experience on their career as teachers at that time. The data were collected in some educational meetings promoted at UFMT/CUR and also in four schools: two of them were municipal schools and two of them were state schools. The results point out that the continuing education program offered by the OBEDUC/UFMT project contributes to the professional development of teachers throught the promotion of several reflections about their pedagogical practices and teaching career. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-05-25 2016-04-29 2019-07-04T14:10:48Z 2019-07-04T14:10:48Z |
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 |
FRANÇA, Márcia Socorro dos Santos. O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia: um estudo de caso. 2016. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016. http://ri.ufmt.br/handle/1/1189 |
identifier_str_mv |
FRANÇA, Márcia Socorro dos Santos. O desenvolvimento profissional dos professores iniciantes egressos do curso de Licenciatura em Pedagogia: um estudo de caso. 2016. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016. |
url |
http://ri.ufmt.br/handle/1/1189 |
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.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Repositório Institucional da UFMT |
collection |
Repositório Institucional da UFMT |
repository.name.fl_str_mv |
Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
jordanbiblio@gmail.com |
_version_ |
1804648495503638528 |