Política de formação continuada de professores :cenários, diretrizes e práticas
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14575 |
Resumo: | Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program |
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Macedo, Valcinete Pepino dehttp://lattes.cnpq.br/3690983100643484http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763455J6Dias, Ana Maria Ióriohttp://lattes.cnpq.br/7968107654959280Castro, Alda Maria Duarte Araújohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771492U8189Cabral Neto, Antônio2014-12-17T14:36:49Z2007-04-262014-12-17T14:36:49Z2006-09-29MACEDO, Valcinete Pepino de. Política de formação continuada de professores :cenários, diretrizes e práticas. 2006. 228 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2006.https://repositorio.ufrn.br/jspui/handle/123456789/14575 Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program Política de Formação Continuada de Professores: cenários, diretrizes e práticas se constitui em um estudo da política de formação continuada de professores materializada pelo governo no contexto atual. Tem por objetivo analisar aspectos da experiência de formação continuada em serviço de professores que atuam nas séries iniciais do ensino fundamental desenvolvida no município de Natal por meio do Programa Gestão da Aprendizagem Escolar (GESTAR) no período de 2002 a 2005. O campo empírico do estudo privilegiou a experiência de formação em serviço desenvolvida pelo GESTAR em uma escola situada na região metropolitana norte do município de Natal. Dentre os procedimentos que materializaram a pesquisa, destacam-se: revisão bibliográfica da literatura que analisa as novas demandas para a educação em face das transformações ocorridas no cenário mundial e de estudos sobre a temática formação continuada de professores; pesquisa documental sobre a política de formação continuada de professores e do programa GESTAR; entrevista semi-estruturada com a Coordenadora Geral do programa GESTAR da rede municipal de ensino de Natal, quatro professores e coordenadora pedagógica da escola pesquisada e observação. O estudo constatou uma avaliação positiva por parte dos professores participantes do programa no município de Natal os quais destacaram que essa estratégia política de formação continuada em serviço possibilitou o estudo de conteúdos de Língua Portuguesa e Matemática associado a uma nova forma de como trabalhá-los em sala de aula, compreensão de determinados conteúdos que antes tinham dificuldades, entendimento de que as atividades realizadas devem ter significado para o aluno, favorecendo a compreensão dos conceitos estudados. Dentre alguns limites evidenciados, destacam-se: ausência de leitura do material por parte dos professores, dificuldade dos docentes em conciliar as atividades diárias com os estudos individuais a distância, não realização de um acompanhamento sistemático da prática pedagógica dos professores, utilização da prova como único instrumento de avaliação dos professores e dificuldade dos professores em dar continuidade à proposta pedagógica do GESTAR após o término desse programaapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoFormação continuada de professoresEducação a distânciaPolítica educacionalPrograma GESTARContinued formation of teachersStudies at distanceEducational politicsGESTAR ProgramCNPQ::CIENCIAS HUMANAS::EDUCACAOPolítica de formação continuada de professores :cenários, diretrizes e práticasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALValcinetePM.pdfapplication/pdf626354https://repositorio.ufrn.br/bitstream/123456789/14575/1/ValcinetePM.pdf8b2154c8c5a4fdf72319891c15d35d2bMD51TEXTValcinetePM.pdf.txtValcinetePM.pdf.txtExtracted texttext/plain534679https://repositorio.ufrn.br/bitstream/123456789/14575/6/ValcinetePM.pdf.txt1bb3f37c51e56f01287115eab6e831f3MD56THUMBNAILValcinetePM.pdf.jpgValcinetePM.pdf.jpgIM Thumbnailimage/jpeg1491https://repositorio.ufrn.br/bitstream/123456789/14575/7/ValcinetePM.pdf.jpg8fd0aa85a66b712a8bdbc5e6f09e0cfeMD57123456789/145752017-11-02 00:16:22.319oai:https://repositorio.ufrn.br:123456789/14575Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-02T03:16:22Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Política de formação continuada de professores :cenários, diretrizes e práticas |
title |
Política de formação continuada de professores :cenários, diretrizes e práticas |
spellingShingle |
Política de formação continuada de professores :cenários, diretrizes e práticas Macedo, Valcinete Pepino de Formação continuada de professores Educação a distância Política educacional Programa GESTAR Continued formation of teachers Studies at distance Educational politics GESTAR Program CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Política de formação continuada de professores :cenários, diretrizes e práticas |
title_full |
Política de formação continuada de professores :cenários, diretrizes e práticas |
title_fullStr |
Política de formação continuada de professores :cenários, diretrizes e práticas |
title_full_unstemmed |
Política de formação continuada de professores :cenários, diretrizes e práticas |
title_sort |
Política de formação continuada de professores :cenários, diretrizes e práticas |
author |
Macedo, Valcinete Pepino de |
author_facet |
Macedo, Valcinete Pepino de |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/3690983100643484 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763455J6 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Dias, Ana Maria Iório |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7968107654959280 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Castro, Alda Maria Duarte Araújo |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771492U8189 |
dc.contributor.author.fl_str_mv |
Macedo, Valcinete Pepino de |
dc.contributor.advisor1.fl_str_mv |
Cabral Neto, Antônio |
contributor_str_mv |
Cabral Neto, Antônio |
dc.subject.por.fl_str_mv |
Formação continuada de professores Educação a distância Política educacional Programa GESTAR |
topic |
Formação continuada de professores Educação a distância Política educacional Programa GESTAR Continued formation of teachers Studies at distance Educational politics GESTAR Program CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Continued formation of teachers Studies at distance Educational politics GESTAR Program |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-09-29 |
dc.date.available.fl_str_mv |
2007-04-26 2014-12-17T14:36:49Z |
dc.date.accessioned.fl_str_mv |
2014-12-17T14:36:49Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MACEDO, Valcinete Pepino de. Política de formação continuada de professores :cenários, diretrizes e práticas. 2006. 228 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2006. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14575 |
identifier_str_mv |
MACEDO, Valcinete Pepino de. Política de formação continuada de professores :cenários, diretrizes e práticas. 2006. 228 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2006. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14575 |
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por |
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Universidade Federal do Rio Grande do Norte |
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Programa de Pós-Graduação em Educação |
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UFRN |
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BR |
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Educação |
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Universidade Federal do Rio Grande do Norte |
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