FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Acta Semiótica et Lingvistica (Online) |
Texto Completo: | https://periodicos.ufpb.br/index.php/actas/article/view/15557 |
Resumo: | The focus of this study is to present the public policies for continuing education in Mato Grosso, that have recently been pointed out as one of the most innovative ones (FUNDAÇÃO VICTOR CIVITA, 2011) in the Brazilian national context, discussing the guiding documents that directed/direct the continuing education actions of teachers since the implementation of the Project/Programme Teacher/Educator Room, in 2003, and the present guiding document (2012). The text aims at a comparative documental analysis by elaborating a reference matrix that approaches the main aspects of the guiding documents such as: their reasons, objectives, aims, methodology, duties, and evaluation among others. The analysis is conducted in order to understand the continuing education offered and guaranteed by the public policies to teachers of the languages area, and to make it possible to present advances, constraints and challenges in the administrative and pedagogical fields of action of the guiding documents to establish and implement actions in the vast state of Mato Grosso/Brazil, considering the movements of change in theory (documents) and practice (actions in the Centers of Education and Update for Basic Education professionals). Finally, we try to show directions to producers and executors of the state public policies of continuing education, in order to contribute for the appearance of new changes, culminating in advances not only for teacher development, but, mainly, for the everyday pedagogical practices. As theoretical foundations for this study, we turned to the literature in the area related to the concept of teacher development and to the term continuing education within its multiple approaches (IMBERNÓN, 2010a e b, NÓVOA, 2009, FUNDAÇÃO VICTOR CIVITA, 2011, among others). |
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FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOMThe focus of this study is to present the public policies for continuing education in Mato Grosso, that have recently been pointed out as one of the most innovative ones (FUNDAÇÃO VICTOR CIVITA, 2011) in the Brazilian national context, discussing the guiding documents that directed/direct the continuing education actions of teachers since the implementation of the Project/Programme Teacher/Educator Room, in 2003, and the present guiding document (2012). The text aims at a comparative documental analysis by elaborating a reference matrix that approaches the main aspects of the guiding documents such as: their reasons, objectives, aims, methodology, duties, and evaluation among others. The analysis is conducted in order to understand the continuing education offered and guaranteed by the public policies to teachers of the languages area, and to make it possible to present advances, constraints and challenges in the administrative and pedagogical fields of action of the guiding documents to establish and implement actions in the vast state of Mato Grosso/Brazil, considering the movements of change in theory (documents) and practice (actions in the Centers of Education and Update for Basic Education professionals). Finally, we try to show directions to producers and executors of the state public policies of continuing education, in order to contribute for the appearance of new changes, culminating in advances not only for teacher development, but, mainly, for the everyday pedagogical practices. As theoretical foundations for this study, we turned to the literature in the area related to the concept of teacher development and to the term continuing education within its multiple approaches (IMBERNÓN, 2010a e b, NÓVOA, 2009, FUNDAÇÃO VICTOR CIVITA, 2011, among others).O foco deste estudo é apresentar políticas públicas de formação continuada em Mato Grosso, recentemente apontadas como uma das mais inovadoras (FUNDAÇÃO VICTOR CIVITA, 2011) em âmbito nacional brasileiro, com a discussão de documentos orientativos que nortearam/norteiam as ações de formação continuada de docentes desde a implantação do Programa/Projeto Sala de Professor/Educador, em 2003, e o orientativo atual (2012). O texto almeja desenvolver uma análise comparativa documental, mediante elaboração de uma matriz de referência que aborda os principais aspectos dos orientativos, como: a justificativa, os objetivos, as metas, a metodologia, as atribuições, a avaliação, dentre outros. A análise se justifica para que haja uma compreensão da formação continuada ofertada e garantida pelas políticas públicas aos docentes da área de linguagens e para que possam ser apresentados os avanços, as limitações e os desafios nos âmbitos administrativos e pedagógicos dos orientativos para implantação e implementação das ações no vasto estado de Mato Grosso/Brasil, atentando para os movimentos de mudanças na teoria (documentos) e na prática (ações nos Centros de Formação e Atualização dos Profissionais da Educação Básica). Por fim, busca-se sinalizar encaminhamentos para os elaboradores e executores das políticas públicas estaduais de formação continuada, no sentido de contribuir para que novas mudanças possam surgir, culminando em avanços não só na formação docente, mas, principalmente, nas práticas pedagógicas cotidianas. Como suporte teórico para o estudo, procuraram-se subsídios na literatura da área, no que diz respeito à conceituação de desenvolvimento profissional e ao entendimento do termo formação continuada em suas múltiplas abordagens (IMBERNÓN, 2010a e b, NÓVOA, 2009, FUNDAÇÃO VICTOR CIVITA, 2011, para citar apenas alguns).Universidade Federal da Paraíba2013-03-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo não avaliado pelos paresapplication/pdfhttps://periodicos.ufpb.br/index.php/actas/article/view/15557Acta Semiotica et Lingvistica; Vol. 17 No. 1 (2012)Acta Semiotica et Lingvistica; Vol. 17 Núm. 1 (2012)Acta Semiotica et Lingvistica; Vol. 17 No 1 (2012)Acta Semiotica et Lingvistica; V. 17 N. 1 (2012)Acta Semiótica et Lingvistica; v. 17 n. 1 (2012)2446-70060102-4264reponame:Acta Semiótica et Lingvistica (Online)instname:Universidade Federal da Paraíba (UFPB)instacron:UFPBporhttps://periodicos.ufpb.br/index.php/actas/article/view/15557/8897Seganfredo SANTOS, Leandra InesSILVA, LucineideGuerra RAMOS, Rosinda de Castroinfo:eu-repo/semantics/openAccess2019-10-24T16:35:49Zoai:periodicos.ufpb.br:article/15557Revistahttps://periodicos.ufpb.br/index.php/actasPUBhttps://periodicos.ufpb.br/index.php/actas/oai||mariadefatimambatista@gmail.com2446-70060102-4264opendoar:2019-10-24T16:35:49Acta Semiótica et Lingvistica (Online) - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM |
title |
FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM |
spellingShingle |
FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM Seganfredo SANTOS, Leandra Ines |
title_short |
FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM |
title_full |
FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM |
title_fullStr |
FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM |
title_full_unstemmed |
FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM |
title_sort |
FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM |
author |
Seganfredo SANTOS, Leandra Ines |
author_facet |
Seganfredo SANTOS, Leandra Ines SILVA, Lucineide Guerra RAMOS, Rosinda de Castro |
author_role |
author |
author2 |
SILVA, Lucineide Guerra RAMOS, Rosinda de Castro |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Seganfredo SANTOS, Leandra Ines SILVA, Lucineide Guerra RAMOS, Rosinda de Castro |
description |
The focus of this study is to present the public policies for continuing education in Mato Grosso, that have recently been pointed out as one of the most innovative ones (FUNDAÇÃO VICTOR CIVITA, 2011) in the Brazilian national context, discussing the guiding documents that directed/direct the continuing education actions of teachers since the implementation of the Project/Programme Teacher/Educator Room, in 2003, and the present guiding document (2012). The text aims at a comparative documental analysis by elaborating a reference matrix that approaches the main aspects of the guiding documents such as: their reasons, objectives, aims, methodology, duties, and evaluation among others. The analysis is conducted in order to understand the continuing education offered and guaranteed by the public policies to teachers of the languages area, and to make it possible to present advances, constraints and challenges in the administrative and pedagogical fields of action of the guiding documents to establish and implement actions in the vast state of Mato Grosso/Brazil, considering the movements of change in theory (documents) and practice (actions in the Centers of Education and Update for Basic Education professionals). Finally, we try to show directions to producers and executors of the state public policies of continuing education, in order to contribute for the appearance of new changes, culminating in advances not only for teacher development, but, mainly, for the everyday pedagogical practices. As theoretical foundations for this study, we turned to the literature in the area related to the concept of teacher development and to the term continuing education within its multiple approaches (IMBERNÓN, 2010a e b, NÓVOA, 2009, FUNDAÇÃO VICTOR CIVITA, 2011, among others). |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-03-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo não avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufpb.br/index.php/actas/article/view/15557 |
url |
https://periodicos.ufpb.br/index.php/actas/article/view/15557 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufpb.br/index.php/actas/article/view/15557/8897 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba |
dc.source.none.fl_str_mv |
Acta Semiotica et Lingvistica; Vol. 17 No. 1 (2012) Acta Semiotica et Lingvistica; Vol. 17 Núm. 1 (2012) Acta Semiotica et Lingvistica; Vol. 17 No 1 (2012) Acta Semiotica et Lingvistica; V. 17 N. 1 (2012) Acta Semiótica et Lingvistica; v. 17 n. 1 (2012) 2446-7006 0102-4264 reponame:Acta Semiótica et Lingvistica (Online) instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
instname_str |
Universidade Federal da Paraíba (UFPB) |
instacron_str |
UFPB |
institution |
UFPB |
reponame_str |
Acta Semiótica et Lingvistica (Online) |
collection |
Acta Semiótica et Lingvistica (Online) |
repository.name.fl_str_mv |
Acta Semiótica et Lingvistica (Online) - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
||mariadefatimambatista@gmail.com |
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1798675357908336640 |