Análise da qualidade da formação continuada de professores na perspectiva do Programa Pró-Letramento

• Autor(a) principal: Giardini, Bárbara Lima
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/3419
• topic: Formação de professores; Formação continuada; Qualidade; Teacher training; Continuous education; Quality; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work is to analyze teachers‟ continuous education quality in "Pro-Literacy, Mobilization for Quality Education Program". Specifically, it aims to point the program‟s consistency and/or internal inconsistency, verify compliance with the proposed objectives, identify the Pro-Literacy nature, verifying and identifying training elements that contribute to a quality teaching practice. The research interest is the need for investment in the teachers‟ continuous education area. The object choice was marked by my experience as a Municipal Program coordinator, by the courses‟ incidence in Portuguese Language and Mathematics, which are the curriculum‟s disciplines deemed critical, by the Pro-Literacy nationwide, and considering the universities as the responsible agents for tutors teachers training. I have chosen the qualitative research approach and the bibliographical-documentary as the most suitable for performing the work. The theoretical discussion approaches the policies of teachers training, the training paradigms, the new perspectives and current trends in continuing education, and the education quality. The data classification and analysis emphasize the teacher‟s concept, training concept, relationship between training and professionalism, training contents and methodologies, and the external evaluation component, present in this program. As results, it is noted a partial fulfillment of the proposed objectives, the program internal incoherence, and the compensatory nature of the Pro-Literacy. The documents present some elements indicating the program quality that can support teachers‟ good performance and contribute to improvements in teaching practice, while there are some problematic aspects, when considering the training quality as a whole. Given this, to create and develop some programs for teachers‟ continuous training is still a need, which are, in the current scenario, the innovations and updating knowledge, and effectively nurture the teaching continuous practice‟s improvement in favor of the process quality in its global sense.