Formação continuada de professores da educação básica em contextos integrados: entre a universidade e a escola
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/20682 |
Resumo: | The present study aims researching the movements of a Critical Reflexive Community of Teachers so to check the methodological possibility of this organization in acting as a driving force of the collaborative processes of the teacher’s continuous formation. The research is linked to Professional Master’s Degree of Federal University of Santa Maria (UFSM) – Research Line 2 – Pedagogical and Educational Management Contexts. The option for this subject is justified by the experience of the author’s teaching in Children’s Education and as guardian in Pedagogy Course of UAB – UFSM. The general aim is understanding the elements that organize the collaborative formation processes of a critical Reflexive Community of Teachers as a driving force in the elaboration of different contexts in teaching. We draw this research through an analogy to the trees and the processes already experienced meaning that continuous formation can be understood as an organic movement alive and in constant development. To get to this understanding we refer to theoretical references contemplating the studies of Freire (1986), Gimeno Sacristán (2000), Pinazza (2013), Formosinho (2009), Pinto (2003), Mallman (2015), Segat (2016) and Cortesão (2017). The research will be developed through qualitative approach research-action type characterizing as problem maker investigation regarding demands and group actions that contribute for the continuous formation of teachers reflected in the school environment. The subjects of the investigation are the participant teachers of the group of Research Teaching, Infancy and Formation (DOCINFOCA/UFSM) in public and private schools at the city of SM – RS. The product of this research will be the organization and implementation of an Extended Project of Continuous Formation proposed through “moodle”, aiming to make possible studies and reflections on continuous graduation in context, involving the teachers of the net as well as those coming from Educational Courses. |
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2021-04-23T21:31:45Z2021-04-23T21:31:45Z2019-08-16http://repositorio.ufsm.br/handle/1/20682The present study aims researching the movements of a Critical Reflexive Community of Teachers so to check the methodological possibility of this organization in acting as a driving force of the collaborative processes of the teacher’s continuous formation. The research is linked to Professional Master’s Degree of Federal University of Santa Maria (UFSM) – Research Line 2 – Pedagogical and Educational Management Contexts. The option for this subject is justified by the experience of the author’s teaching in Children’s Education and as guardian in Pedagogy Course of UAB – UFSM. The general aim is understanding the elements that organize the collaborative formation processes of a critical Reflexive Community of Teachers as a driving force in the elaboration of different contexts in teaching. We draw this research through an analogy to the trees and the processes already experienced meaning that continuous formation can be understood as an organic movement alive and in constant development. To get to this understanding we refer to theoretical references contemplating the studies of Freire (1986), Gimeno Sacristán (2000), Pinazza (2013), Formosinho (2009), Pinto (2003), Mallman (2015), Segat (2016) and Cortesão (2017). The research will be developed through qualitative approach research-action type characterizing as problem maker investigation regarding demands and group actions that contribute for the continuous formation of teachers reflected in the school environment. The subjects of the investigation are the participant teachers of the group of Research Teaching, Infancy and Formation (DOCINFOCA/UFSM) in public and private schools at the city of SM – RS. The product of this research will be the organization and implementation of an Extended Project of Continuous Formation proposed through “moodle”, aiming to make possible studies and reflections on continuous graduation in context, involving the teachers of the net as well as those coming from Educational Courses.O presente estudo busca pesquisar os movimentos de uma Comunidade Crítica Reflexiva de professores, a fim de verificar a viabilidade metodológica desta organização como potencializadora dos processos colaborativos de formação continuada de professores. A pesquisa está vinculada ao Mestrado Profissional da Universidade Federal de Santa Maria (UFSM) na Linha de Pesquisa 2 – Gestão Pedagógica e Contextos Educativos. A opção por este tema é justificada pelas vivências da autora como professora na Educação Infantil e tutora no Curso de Pedagogia UAB/UFSM. O objetivo geral é compreender os elementos que organizam os processos formativos colaborativos de uma Comunidade Crítica Reflexiva de professores, como potencializadores na elaboração de uma proposta metodológica de formação continuada que possa ser implementada nos diferentes contextos de atuação docente. Desenhamos esta pesquisa através da analogia com as árvores e os processos vivenciados, no sentido de que a formação continuada pode ser compreendida como um movimento orgânico, vivo e em constante desenvolvimento. Para que chegássemos a tais compreensões, utilizamos o referencial teórico que contempla os estudos de Freire (1986), Gimeno Sacristán (2000), Pinazza (2013), Formosinho (2009), Pinto (2003), Mallmann (2015), Segat (2016) e Cortesão (2017). A pesquisa foi desenvolvida através da abordagem qualitativa do tipo pesquisa-ação, caracterizando-se como uma investigação problematizadora a respeito das demandas e às ações coletivas que colaboram para a formação continuada de professores, refletida no ambiente escolar. Os sujeitos da investigação são os professores participantes do grupo de pesquisa Docência, Infância e Formação (DOCINFOCA/UFSM) que atuam como professores na rede pública e privada de Santa Maria/RS.O produto, desta pesquisa é a organização e implantação de um Projeto de Extensão de Formação Continuada, proposto através do Moodle, com o objetivo de a partir dos integrantes do grupo, viabilizar estudos e reflexões sobre formação continuada em contexto, envolvendo de forma orgânica professores atuantes na rede de ensino pública e egressos do Curso de Pedagogia/UFSM.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação continuadaComunidades críticas reflexivas de professoresFormação em contextosContinuous formationCritical reflexive community of teachersContext formationCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação continuada de professores da educação básica em contextos integrados: entre a universidade e a escolaContinuing training of basic education teachers in integrated contexts: between university na schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSegat, Taciana Camerahttp://lattes.cnpq.br/7932457587868421Cecchin, Andréa ForgiariniTomazzetti, Cleonice Mariahttp://lattes.cnpq.br/8805281993247181Cardona, Marcia Pires70080000000660060060060060054d7cf7b-e972-4714-9980-8813f9995a9ae1c390bf-86d4-45bf-95e2-1f9bd2ec615cbd78bc9f-c911-4ad8-a0c1-833f0092c5e41b6c4f54-fe1f-4314-a910-2d691d23e530reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPPGE_2019_CARDONA_MARCIA.pdfDIS_PPGPPGE_2019_CARDONA_MARCIA.pdfDissertaçãoapplication/pdf2346819http://repositorio.ufsm.br/bitstream/1/20682/1/DIS_PPGPPGE_2019_CARDONA_MARCIA.pdf41cf3494f70b47f6d7fba16dd7a8ae3fMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Formação continuada de professores da educação básica em contextos integrados: entre a universidade e a escola |
dc.title.alternative.eng.fl_str_mv |
Continuing training of basic education teachers in integrated contexts: between university na school |
title |
Formação continuada de professores da educação básica em contextos integrados: entre a universidade e a escola |
spellingShingle |
Formação continuada de professores da educação básica em contextos integrados: entre a universidade e a escola Cardona, Marcia Pires Formação continuada Comunidades críticas reflexivas de professores Formação em contextos Continuous formation Critical reflexive community of teachers Context formation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação continuada de professores da educação básica em contextos integrados: entre a universidade e a escola |
title_full |
Formação continuada de professores da educação básica em contextos integrados: entre a universidade e a escola |
title_fullStr |
Formação continuada de professores da educação básica em contextos integrados: entre a universidade e a escola |
title_full_unstemmed |
Formação continuada de professores da educação básica em contextos integrados: entre a universidade e a escola |
title_sort |
Formação continuada de professores da educação básica em contextos integrados: entre a universidade e a escola |
author |
Cardona, Marcia Pires |
author_facet |
Cardona, Marcia Pires |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Segat, Taciana Camera |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7932457587868421 |
dc.contributor.referee1.fl_str_mv |
Cecchin, Andréa Forgiarini |
dc.contributor.referee2.fl_str_mv |
Tomazzetti, Cleonice Maria |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8805281993247181 |
dc.contributor.author.fl_str_mv |
Cardona, Marcia Pires |
contributor_str_mv |
Segat, Taciana Camera Cecchin, Andréa Forgiarini Tomazzetti, Cleonice Maria |
dc.subject.por.fl_str_mv |
Formação continuada Comunidades críticas reflexivas de professores Formação em contextos |
topic |
Formação continuada Comunidades críticas reflexivas de professores Formação em contextos Continuous formation Critical reflexive community of teachers Context formation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Continuous formation Critical reflexive community of teachers Context formation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present study aims researching the movements of a Critical Reflexive Community of Teachers so to check the methodological possibility of this organization in acting as a driving force of the collaborative processes of the teacher’s continuous formation. The research is linked to Professional Master’s Degree of Federal University of Santa Maria (UFSM) – Research Line 2 – Pedagogical and Educational Management Contexts. The option for this subject is justified by the experience of the author’s teaching in Children’s Education and as guardian in Pedagogy Course of UAB – UFSM. The general aim is understanding the elements that organize the collaborative formation processes of a critical Reflexive Community of Teachers as a driving force in the elaboration of different contexts in teaching. We draw this research through an analogy to the trees and the processes already experienced meaning that continuous formation can be understood as an organic movement alive and in constant development. To get to this understanding we refer to theoretical references contemplating the studies of Freire (1986), Gimeno Sacristán (2000), Pinazza (2013), Formosinho (2009), Pinto (2003), Mallman (2015), Segat (2016) and Cortesão (2017). The research will be developed through qualitative approach research-action type characterizing as problem maker investigation regarding demands and group actions that contribute for the continuous formation of teachers reflected in the school environment. The subjects of the investigation are the participant teachers of the group of Research Teaching, Infancy and Formation (DOCINFOCA/UFSM) in public and private schools at the city of SM – RS. The product of this research will be the organization and implementation of an Extended Project of Continuous Formation proposed through “moodle”, aiming to make possible studies and reflections on continuous graduation in context, involving the teachers of the net as well as those coming from Educational Courses. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-16 |
dc.date.accessioned.fl_str_mv |
2021-04-23T21:31:45Z |
dc.date.available.fl_str_mv |
2021-04-23T21:31:45Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/20682 |
url |
http://repositorio.ufsm.br/handle/1/20682 |
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por |
language |
por |
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700800000006 |
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600 600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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