Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school

Detalhes bibliográficos
Autor(a) principal: Oliveira, Genira Fonseca de
Data de Publicação: 2020
Outros Autores: Falcão, Giovana Maria Belém, Menezes, Eunice Andrade de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação e Políticas em Debate
Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/54921
Resumo: The demands placed on teachers have increased in recent decades, mainly due to external evaluations. This study aims to understand how the training in PAIC reverberates in the practice of teachers of the 2nd year of elementary school. The assumptions of Historical-Cultural Psychology guide the investigation, of a qualitative nature, supported by the (auto) biographical method, based on the teachers' narratives. The investigated recognize the contributions of training in their teaching practices, mainly because it allows a direction of their actions, although this is characterized by prescriptive guidelines. Ensuring training that favors autonomy, reflection and that considers the context, remains a challenge for teacher training programs.
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spelling Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary schoolFormation enseignante dans le contexte de la politique d'évaluation externe: narratifs des enseignants de la 2ème année d'éducation fondamentaleFormação docente no contexto da política de avaliação externa: narrativas de professores do 2º ano do ensino fundamental / Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary schoolAvaliação ExternaFormação DocenteProfessor do 2º anoExternal EvaluationsTeacher TrainingTeacher of the 2nd yearÉvaluation externeFormation des enseignantsEnseignants de 2ème annéeThe demands placed on teachers have increased in recent decades, mainly due to external evaluations. This study aims to understand how the training in PAIC reverberates in the practice of teachers of the 2nd year of elementary school. The assumptions of Historical-Cultural Psychology guide the investigation, of a qualitative nature, supported by the (auto) biographical method, based on the teachers' narratives. The investigated recognize the contributions of training in their teaching practices, mainly because it allows a direction of their actions, although this is characterized by prescriptive guidelines. Ensuring training that favors autonomy, reflection and that considers the context, remains a challenge for teacher training programs.Les exigences imposées aux enseignants ont augmenté au cours des dernières décennies, en fonction des évaluations externes. Cette étude vise à comprendre comment la formation du PAIC se répercute sur la pratique des enseignants de la 2ème année d’éducation fondamentale. Les hypothèses de la psychologie historique et culturelle guident l'enquête, de nature qualitative, appuyée par la méthode (auto) biographique, départ des récits des enseignants. Les personnes enquêtées reconnaissent les apports de la formation dans leurs pratiques pédagogiques, principalement parce qu'elle permet une direction de leurs actions, bien que cela se caractérise par des directives prescriptives. Assurer une formation qui favorise l'autonomie, la réflexion et qui considère le contexte, reste comme un défi pour les programmes de formation des enseignants.As exigências que recaem sobre os professores se ampliaram nas últimas décadas, principalmente, em função das avaliações externas. Este estudo tem por objetivo compreender como a formação no PAIC reverbera na prática de professores do 2º ano do ensino fundamental. Os pressupostos da Psicologia Histórico-Cultural orientam a investigação, de natureza qualitativa, com suporte no método (auto) biográfico, a partir das narrativas de professores. Os investigados reconhecem as contribuições da formação em suas práticas docentes, principalmente, por possibilitar um direcionamento de suas ações, embora esta se caracterize por orientações prescritivas. Garantir uma formação que favoreça a autonomia, a reflexão e que considere o contexto, permanece como desafio para programas de formação docente.Universidade Federal de Uberlândia2020-07-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/5492110.14393/REPOD-v9n2a2020-54921Revista Educação e Políticas em Debate; Vol. 9 No. 2 (2020); 390-405Revista Educação e Políticas em Debate; Vol. 9 Núm. 2 (2020); 390-405Revista Educação e Políticas em Debate; Vol. 9 No. 2 (2020); 390-405Revista Educação e Políticas em Debate; v. 9 n. 2 (2020); 390-4052238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/54921/29374Copyright (c) 2020 Revista Educação e Políticas em Debatehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessOliveira, Genira Fonseca deFalcão, Giovana Maria BelémMenezes, Eunice Andrade de Oliveira2023-02-01T20:23:02Zoai:ojs.www.seer.ufu.br:article/54921Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2023-02-01T20:23:02Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school
Formation enseignante dans le contexte de la politique d'évaluation externe: narratifs des enseignants de la 2ème année d'éducation fondamentale
Formação docente no contexto da política de avaliação externa: narrativas de professores do 2º ano do ensino fundamental / Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school
title Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school
spellingShingle Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school
Oliveira, Genira Fonseca de
Avaliação Externa
Formação Docente
Professor do 2º ano
External Evaluations
Teacher Training
Teacher of the 2nd year
Évaluation externe
Formation des enseignants
Enseignants de 2ème année
title_short Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school
title_full Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school
title_fullStr Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school
title_full_unstemmed Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school
title_sort Teaching training in the context of the external evaluation policy: narratives of teachers of the 2nd year of elementary school
author Oliveira, Genira Fonseca de
author_facet Oliveira, Genira Fonseca de
Falcão, Giovana Maria Belém
Menezes, Eunice Andrade de Oliveira
author_role author
author2 Falcão, Giovana Maria Belém
Menezes, Eunice Andrade de Oliveira
author2_role author
author
dc.contributor.author.fl_str_mv Oliveira, Genira Fonseca de
Falcão, Giovana Maria Belém
Menezes, Eunice Andrade de Oliveira
dc.subject.por.fl_str_mv Avaliação Externa
Formação Docente
Professor do 2º ano
External Evaluations
Teacher Training
Teacher of the 2nd year
Évaluation externe
Formation des enseignants
Enseignants de 2ème année
topic Avaliação Externa
Formação Docente
Professor do 2º ano
External Evaluations
Teacher Training
Teacher of the 2nd year
Évaluation externe
Formation des enseignants
Enseignants de 2ème année
description The demands placed on teachers have increased in recent decades, mainly due to external evaluations. This study aims to understand how the training in PAIC reverberates in the practice of teachers of the 2nd year of elementary school. The assumptions of Historical-Cultural Psychology guide the investigation, of a qualitative nature, supported by the (auto) biographical method, based on the teachers' narratives. The investigated recognize the contributions of training in their teaching practices, mainly because it allows a direction of their actions, although this is characterized by prescriptive guidelines. Ensuring training that favors autonomy, reflection and that considers the context, remains a challenge for teacher training programs.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/54921
10.14393/REPOD-v9n2a2020-54921
url https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/54921
identifier_str_mv 10.14393/REPOD-v9n2a2020-54921
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/54921/29374
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista Educação e Políticas em Debate
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista Educação e Políticas em Debate
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Revista Educação e Políticas em Debate; Vol. 9 No. 2 (2020); 390-405
Revista Educação e Políticas em Debate; Vol. 9 Núm. 2 (2020); 390-405
Revista Educação e Políticas em Debate; Vol. 9 No. 2 (2020); 390-405
Revista Educação e Políticas em Debate; v. 9 n. 2 (2020); 390-405
2238-8346
reponame:Revista Educação e Políticas em Debate
instname:Universidade Federal de Uberlândia (UFU)
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instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Revista Educação e Políticas em Debate
collection Revista Educação e Políticas em Debate
repository.name.fl_str_mv Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com
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