Writing practices in continuing training of teachers that work in childwood education

Detalhes bibliográficos
Autor(a) principal: Marchiori, Alexandre Freitas
Data de Publicação: 2020
Outros Autores: Trindade, Laura Helmer, Mello, André da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/3841
Resumo: It analyzes the role of writing practices in the continuing education of teachers working in early childhood education in the city of Vitória/ES. It is a collaborative research-action, which uses as a source 30 textual productions, elaborated by Physical Education, Arts and Classroom Teachers (Pedagogy) participating in a continuing education course. The tematic analysis, used to interpret the data, allows to group textual productions into three categories: writing as a teaching exercise (40.6%); forms of writing (bureaucratic and reflective) (33.4%); and writing as a formative option (26%). It is concluded that the continuing education, promoted in the articulation between university and school, contributed to the development of a qualified writing, able of enhancing the reflection / reframing of the pedagogical practice and the production of knowledge by the teachers.
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spelling Writing practices in continuing training of teachers that work in childwood educationPrácticas de escritura en la formación continua de profesores que trabajan en la educación infantilAs práticas de escrita na formação continuada de professores que atuam na educação infantilChild educationContinuing educationWritingTeacher training.Educação InfantilEducação ContinuadaRedaçãoFormação de Professores.Educación de la primera infânciaEducación contínuaLa escrituraFormación de los Maestros.It analyzes the role of writing practices in the continuing education of teachers working in early childhood education in the city of Vitória/ES. It is a collaborative research-action, which uses as a source 30 textual productions, elaborated by Physical Education, Arts and Classroom Teachers (Pedagogy) participating in a continuing education course. The tematic analysis, used to interpret the data, allows to group textual productions into three categories: writing as a teaching exercise (40.6%); forms of writing (bureaucratic and reflective) (33.4%); and writing as a formative option (26%). It is concluded that the continuing education, promoted in the articulation between university and school, contributed to the development of a qualified writing, able of enhancing the reflection / reframing of the pedagogical practice and the production of knowledge by the teachers.Analiza el papel de las prácticas de escritura en la educación continua de los docentes que trabajan en educación infantil en la ciudad de Vitória / ES. Es una investigación de acción colaborativa, que utiliza como fuente 30 producciones textuales, preparadas por maestros de educación física, artes y aula (pedagogía) que participan en un curso de educación continua. El análisis de contenido, utilizado para interpretar los datos, permite agrupar las producciones textuales en tres categorías: la escritura como ejercicio de enseñanza (40,6%); formas de escritura (burocráticas y reflexivas) (33.4%); y la escritura como camino formativo (26%). Se concluye que la formación continua, promovida en la articulación entre la universidad y la escuela, contribuyó al desarrollo de una escritura calificada, capaz de mejorar la reflexión / reformulación de la práctica pedagógica y la producción de conocimiento por parte de los docentes.Analisa o papel das práticas de escrita na formação continuada de professores que atuam na Educação Infantil do município de Vitória/ES. Trata-se de uma pesquisa-ação colaborativa, que utiliza como fonte 30 produções textuais, elaboradas por professores/as de Educação Física, Artes e Regentes de sala (Pedagogia) participantes de um curso de formação continuada. A Análise de Conteúdo, empregada para interpretar os dados, permite agrupar as produções textuais em três categorias: a escrita como exercício da docência (40,6%); formas de escrita (burocrática e reflexiva) (33,4%); e a escrita como caminho formativo (26%). Conclui-se que a formação continuada, promovida na articulação entre universidade e escola, contribuiu para o desenvolvimento de uma escrita qualificada, capaz de potencializar a reflexão/ressignificação da prática pedagógica e a produção de conhecimentos por partes dos professores.  Research, Society and Development2020-05-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/384110.33448/rsd-v9i7.3841Research, Society and Development; Vol. 9 No. 7; e299973841Research, Society and Development; Vol. 9 Núm. 7; e299973841Research, Society and Development; v. 9 n. 7; e2999738412525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/3841/3456Copyright (c) 2020 Alexandre Freitas Marchiori, Laura Helmer Trindade, André da Silva Melloinfo:eu-repo/semantics/openAccessMarchiori, Alexandre FreitasTrindade, Laura HelmerMello, André da Silva2020-08-20T18:05:03Zoai:ojs.pkp.sfu.ca:article/3841Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:54.880449Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Writing practices in continuing training of teachers that work in childwood education
Prácticas de escritura en la formación continua de profesores que trabajan en la educación infantil
As práticas de escrita na formação continuada de professores que atuam na educação infantil
title Writing practices in continuing training of teachers that work in childwood education
spellingShingle Writing practices in continuing training of teachers that work in childwood education
Marchiori, Alexandre Freitas
Child education
Continuing education
Writing
Teacher training.
Educação Infantil
Educação Continuada
Redação
Formação de Professores.
Educación de la primera infância
Educación contínua
La escritura
Formación de los Maestros.
title_short Writing practices in continuing training of teachers that work in childwood education
title_full Writing practices in continuing training of teachers that work in childwood education
title_fullStr Writing practices in continuing training of teachers that work in childwood education
title_full_unstemmed Writing practices in continuing training of teachers that work in childwood education
title_sort Writing practices in continuing training of teachers that work in childwood education
author Marchiori, Alexandre Freitas
author_facet Marchiori, Alexandre Freitas
Trindade, Laura Helmer
Mello, André da Silva
author_role author
author2 Trindade, Laura Helmer
Mello, André da Silva
author2_role author
author
dc.contributor.author.fl_str_mv Marchiori, Alexandre Freitas
Trindade, Laura Helmer
Mello, André da Silva
dc.subject.por.fl_str_mv Child education
Continuing education
Writing
Teacher training.
Educação Infantil
Educação Continuada
Redação
Formação de Professores.
Educación de la primera infância
Educación contínua
La escritura
Formación de los Maestros.
topic Child education
Continuing education
Writing
Teacher training.
Educação Infantil
Educação Continuada
Redação
Formação de Professores.
Educación de la primera infância
Educación contínua
La escritura
Formación de los Maestros.
description It analyzes the role of writing practices in the continuing education of teachers working in early childhood education in the city of Vitória/ES. It is a collaborative research-action, which uses as a source 30 textual productions, elaborated by Physical Education, Arts and Classroom Teachers (Pedagogy) participating in a continuing education course. The tematic analysis, used to interpret the data, allows to group textual productions into three categories: writing as a teaching exercise (40.6%); forms of writing (bureaucratic and reflective) (33.4%); and writing as a formative option (26%). It is concluded that the continuing education, promoted in the articulation between university and school, contributed to the development of a qualified writing, able of enhancing the reflection / reframing of the pedagogical practice and the production of knowledge by the teachers.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-12
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://rsdjournal.org/index.php/rsd/article/view/3841
10.33448/rsd-v9i7.3841
url https://rsdjournal.org/index.php/rsd/article/view/3841
identifier_str_mv 10.33448/rsd-v9i7.3841
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/3841/3456
dc.rights.driver.fl_str_mv Copyright (c) 2020 Alexandre Freitas Marchiori, Laura Helmer Trindade, André da Silva Mello
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Alexandre Freitas Marchiori, Laura Helmer Trindade, André da Silva Mello
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 7; e299973841
Research, Society and Development; Vol. 9 Núm. 7; e299973841
Research, Society and Development; v. 9 n. 7; e299973841
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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