Círculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professores
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/1/19832 |
Resumo: | This dissertation is inside of the research line 2 (LP2): pedagogic management and educational contexts, part of professional master‟s in public policies and educational management. The aim of this study and, consequently, the proposition, are inside to the management in teacher‟s formation, specifically the permanent teacher´s formation, presenting as protagonists teachers of high school and the management team of an educational institute. The objective is to elaborate theoretical and practical principles for the construction of a permanent formation proposal with MS teachers which interwines the specific knowledge of teaching areas with the demands of teaching in the 21st Century. The qualitative research, with a dialogic-investigative perspective, used as source to this dissertation was developed in a school of private network teaching in Santa Maria- Rio Grande do Sul-Brasil. The protagonists were high school teachers, which were invited to participate in a voluntary way, with the etic compromise to hiding their identities. The investigative route was heading by investigative dialogic curriculum, proposed by Henz (2015), as well as Josso (2010), Freire (2001, 2013) Assamm (2007), Imbernón ( 2010, 2016), Maciel (2000, 2009, 2012) . Bringing the formation necessities identified by high school teachers. The results composed resources to design an institutional propose of permanent formation, clearly dialogic, dynamic end reflexive, with focus in formative necessities related to this level of Basic Education. |
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2020-03-13T11:54:50Z2020-03-13T11:54:50Z2019-05-27http://repositorio.ufsm.br/handle/1/19832This dissertation is inside of the research line 2 (LP2): pedagogic management and educational contexts, part of professional master‟s in public policies and educational management. The aim of this study and, consequently, the proposition, are inside to the management in teacher‟s formation, specifically the permanent teacher´s formation, presenting as protagonists teachers of high school and the management team of an educational institute. The objective is to elaborate theoretical and practical principles for the construction of a permanent formation proposal with MS teachers which interwines the specific knowledge of teaching areas with the demands of teaching in the 21st Century. The qualitative research, with a dialogic-investigative perspective, used as source to this dissertation was developed in a school of private network teaching in Santa Maria- Rio Grande do Sul-Brasil. The protagonists were high school teachers, which were invited to participate in a voluntary way, with the etic compromise to hiding their identities. The investigative route was heading by investigative dialogic curriculum, proposed by Henz (2015), as well as Josso (2010), Freire (2001, 2013) Assamm (2007), Imbernón ( 2010, 2016), Maciel (2000, 2009, 2012) . Bringing the formation necessities identified by high school teachers. The results composed resources to design an institutional propose of permanent formation, clearly dialogic, dynamic end reflexive, with focus in formative necessities related to this level of Basic Education.Esta dissertação está inserida na Linha de Pesquisa 2 (LP2): Gestão Pedagógica e Contextos Educativos, do Mestrado Profissional em Políticas Públicas e Gestão Educacional. O foco do estudo e, consequentemente, a proposição decorrente, situam-se no campo da gestão da formação de professores, especificamente a formação permanente de professores, tendo como protagonistas os professores do Ensino Médio (EM) e a equipe gestora de uma instituição educativa. O objetivo é elaborar princípios teórico-práticos para a construção de uma proposta de formação permanente com os professores de EM a qual entrelace o conhecimento específico das áreas de ensino com as demandas da docência no Século XXI. A pesquisa qualitativa, de cunho dialógico-investigativo, a qual subsidia esta dissertação, foi desenvolvida em um colégio da rede privada de ensino do município de Santa Maria, Rio Grande do Sul, Brasil. Os protagonistas foram professores de Ensino Médio, os quais foram convidados a participar de forma voluntária, com o compromisso ético de ocultar a sua identidade. O percurso investigativo foi orientado pelos círculos dialógicos- investigativos, propostos por Henz (2015), trazendo à interlocução as necessidades formativas identificadas pelos professores de Ensino Médio, bem como Josso (2010), Freire (2001, 2013) Assamm (2007), Imbernón ( 2010, 2016), Maciel (2000, 2009, 2012) . Os resultados constituíram subsídios para o delineamento de uma proposta institucional de formação permanente, notadamente dialógica, dinâmica e reflexiva, focada nas necessidades formativas deste nível de ensino da Educação Básica.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 de professoresFormação permanenteEnsino médioCírculos dialógicos-formativosTeacher‟s formationPermanent formationHigh schoolDialogical-formative circlesCNPQ::CIENCIAS HUMANAS::EDUCACAOCírculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professoresResearch-training dialogical circles with high school teachers: for an institutional proposal for permanent training with teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisVeiga, Adriana Moreira da Rochahttp://lattes.cnpq.br/9245252793422468Henz, Celso Ilgohttp://lattes.cnpq.br/8841113239645760Nunes, Janilse Fernandeshttp://lattes.cnpq.br/9867887514717088http://lattes.cnpq.br/3762949145263915Vieira, Andréa Oliveira70080000000660057408893-ea61-4132-abfd-bd23acf608b4e5ebcea4-023f-41cd-a370-fd876fda1c783bc2064f-857c-4ef5-860f-dd42a48663123899a34c-41bb-4a7f-983d-e79c0fe564f2reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Círculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professores |
dc.title.alternative.eng.fl_str_mv |
Research-training dialogical circles with high school teachers: for an institutional proposal for permanent training with teachers |
title |
Círculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professores |
spellingShingle |
Círculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professores Vieira, Andréa Oliveira Formação de professores Formação permanente Ensino médio Círculos dialógicos-formativos Teacher‟s formation Permanent formation High school Dialogical-formative circles CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Círculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professores |
title_full |
Círculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professores |
title_fullStr |
Círculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professores |
title_full_unstemmed |
Círculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professores |
title_sort |
Círculos dialógicos investigativo-formativos com professores do ensino médio: por uma proposta institucional de formação permanente com professores |
author |
Vieira, Andréa Oliveira |
author_facet |
Vieira, Andréa Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Veiga, Adriana Moreira da Rocha |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9245252793422468 |
dc.contributor.referee1.fl_str_mv |
Henz, Celso Ilgo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8841113239645760 |
dc.contributor.referee2.fl_str_mv |
Nunes, Janilse Fernandes |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9867887514717088 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3762949145263915 |
dc.contributor.author.fl_str_mv |
Vieira, Andréa Oliveira |
contributor_str_mv |
Veiga, Adriana Moreira da Rocha Henz, Celso Ilgo Nunes, Janilse Fernandes |
dc.subject.por.fl_str_mv |
Formação de professores Formação permanente Ensino médio Círculos dialógicos-formativos |
topic |
Formação de professores Formação permanente Ensino médio Círculos dialógicos-formativos Teacher‟s formation Permanent formation High school Dialogical-formative circles CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher‟s formation Permanent formation High school Dialogical-formative circles |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation is inside of the research line 2 (LP2): pedagogic management and educational contexts, part of professional master‟s in public policies and educational management. The aim of this study and, consequently, the proposition, are inside to the management in teacher‟s formation, specifically the permanent teacher´s formation, presenting as protagonists teachers of high school and the management team of an educational institute. The objective is to elaborate theoretical and practical principles for the construction of a permanent formation proposal with MS teachers which interwines the specific knowledge of teaching areas with the demands of teaching in the 21st Century. The qualitative research, with a dialogic-investigative perspective, used as source to this dissertation was developed in a school of private network teaching in Santa Maria- Rio Grande do Sul-Brasil. The protagonists were high school teachers, which were invited to participate in a voluntary way, with the etic compromise to hiding their identities. The investigative route was heading by investigative dialogic curriculum, proposed by Henz (2015), as well as Josso (2010), Freire (2001, 2013) Assamm (2007), Imbernón ( 2010, 2016), Maciel (2000, 2009, 2012) . Bringing the formation necessities identified by high school teachers. The results composed resources to design an institutional propose of permanent formation, clearly dialogic, dynamic end reflexive, with focus in formative necessities related to this level of Basic Education. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-05-27 |
dc.date.accessioned.fl_str_mv |
2020-03-13T11:54:50Z |
dc.date.available.fl_str_mv |
2020-03-13T11:54:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/19832 |
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http://repositorio.ufsm.br/handle/1/19832 |
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por |
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por |
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700800000006 |
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600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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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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