A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE)
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/5851 |
Resumo: | This thesis is bound to the line of research “Culture, Educational Processes, and Teacher Training” which studies the interrelationships between culture and education, teacher training and formal and non-formal educational processes in their theoretical-practical, sociopolitical, and pedagogical aspects. It is included in the Stricto Sensu Graduation Program in Education – Master’s degree – at the Western Paraná State University (UNIOESTE), in Francisco Beltrão, and is part of the study group of Higher Education, Training, and Teaching Work (GESFORT). Its topic is the continuing training of teachers, and its object is the continuing formation of teacher educators in the Education Development Program (EDP). The question to be answered is: To what extent the EDP, as a continuing training program, has contributed to the training of teacher educators in Regional Units of Education (RUE) of Dois Vizinhos, Francisco Beltrão, and Pato Branco cities? The aim is to analyze the EDP directed to teacher educators’ training bound to these units of South-west of Paraná state, Brazil. It uses a qualitative approach through bibliographic study, document and data analysis collected via questionnaire. The bibliographic study used works already published analyzing the social and political context from a critical and dialectical viewpoint, which states the educational phenomenon is marked by conflicts and contradictions. Regarding these contradictions in society, authors such as Ianni (2001) and Harvey (2008, 2017) are present in clarifying this research’s object. The document analysis is based on a set of federal and state legislations made of laws, decrees, ordinances, instructions, notices, data collection and studies available on official platforms. In this thesis’ analysis, the category of work and its implication in teacher training in the context of the 90s’ educational policies, in Brazil, are prominent. These policies have had an important role in teacher training. On continuing education in particular, courses were implemented without considering the actual needs of teachers coming from their school realities. In the 2000s, in the state of Paraná, during the administration of Requião Mello e Silva, through several studies showing fragmentation of continuing training courses, the state department of education (SEED) had proposed a program, the EDP in partnership with its department of science, technology and higher education. EDP was designed as a bold step, for it aimed to articulate theory and practice, and the return of teachers to higher education institutions. However, the present document analysis has shown that, throughout its eight editions, EDP has gone through a disassembly process in its curriculum, inserting topics of today over those related to the grounds of education, such as the increase in the distance workload. The answers submitted by respondents have shown that the EDP has contributed to teacher educator training. However, when this analysis is bound to the conception of an educator as the articulator of the pedagogical work, then it is was found incoherence in the understanding this conception. Other factors have influenced the training offered through EDP, as the discontinuity of research due to the intensification of pedagogical work, and the lack of encouragement in training policies that followed up EDP. |
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Portelinha, Ângela Maria Silveirahttp://lattes.cnpq.br/0205582838717075Portelinha, Ângela Maria Silveirahttp://lattes.cnpq.br/0205582838717075Castanha, André Paulohttp://lattes.cnpq.br/8802056543966163Francischett, Mafalda Nesihttp://lattes.cnpq.br/8041231173562955Hobold, Márcia de Souzahttp://lattes.cnpq.br/4242212112799297http://lattes.cnpq.br/1773123685573136Lazaroto, Elaine2022-03-04T19:16:05Z2021-06-21LAZAROTO, Elaine. A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE). 2021. 121 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2021.https://tede.unioeste.br/handle/tede/5851This thesis is bound to the line of research “Culture, Educational Processes, and Teacher Training” which studies the interrelationships between culture and education, teacher training and formal and non-formal educational processes in their theoretical-practical, sociopolitical, and pedagogical aspects. It is included in the Stricto Sensu Graduation Program in Education – Master’s degree – at the Western Paraná State University (UNIOESTE), in Francisco Beltrão, and is part of the study group of Higher Education, Training, and Teaching Work (GESFORT). Its topic is the continuing training of teachers, and its object is the continuing formation of teacher educators in the Education Development Program (EDP). The question to be answered is: To what extent the EDP, as a continuing training program, has contributed to the training of teacher educators in Regional Units of Education (RUE) of Dois Vizinhos, Francisco Beltrão, and Pato Branco cities? The aim is to analyze the EDP directed to teacher educators’ training bound to these units of South-west of Paraná state, Brazil. It uses a qualitative approach through bibliographic study, document and data analysis collected via questionnaire. The bibliographic study used works already published analyzing the social and political context from a critical and dialectical viewpoint, which states the educational phenomenon is marked by conflicts and contradictions. Regarding these contradictions in society, authors such as Ianni (2001) and Harvey (2008, 2017) are present in clarifying this research’s object. The document analysis is based on a set of federal and state legislations made of laws, decrees, ordinances, instructions, notices, data collection and studies available on official platforms. In this thesis’ analysis, the category of work and its implication in teacher training in the context of the 90s’ educational policies, in Brazil, are prominent. These policies have had an important role in teacher training. On continuing education in particular, courses were implemented without considering the actual needs of teachers coming from their school realities. In the 2000s, in the state of Paraná, during the administration of Requião Mello e Silva, through several studies showing fragmentation of continuing training courses, the state department of education (SEED) had proposed a program, the EDP in partnership with its department of science, technology and higher education. EDP was designed as a bold step, for it aimed to articulate theory and practice, and the return of teachers to higher education institutions. However, the present document analysis has shown that, throughout its eight editions, EDP has gone through a disassembly process in its curriculum, inserting topics of today over those related to the grounds of education, such as the increase in the distance workload. The answers submitted by respondents have shown that the EDP has contributed to teacher educator training. However, when this analysis is bound to the conception of an educator as the articulator of the pedagogical work, then it is was found incoherence in the understanding this conception. Other factors have influenced the training offered through EDP, as the discontinuity of research due to the intensification of pedagogical work, and the lack of encouragement in training policies that followed up EDP.Esta dissertação integra a linha de pesquisa “Cultura, Processos Educativos e Formação de Professores”, que investiga as inter-relações entre cultura e educação, formação de professores, processos educativos formais e não formais, em suas dimensões teórico-práticas, sociopolíticas e pedagógicas, do Programa de Pós-Graduação Stricto Sensu em Educação – nível de Mestrado – da Universidade Estadual do Oeste do Paraná (UNIOESTE), Campus de Francisco Beltrão e faz parte dos estudos e pesquisas realizadas no grupo “Educação Superior, Formação e Trabalho Docente” (GESFORT). A temática concentra-se na formação continuada de professores e tem como objeto a formação continuada dos professores pedagogos no PDE. Nessa perspectiva, questiona-se: em que medida o PDE, como programa de formação continuada, contribuiu para a formação do professor pedagogo dos Núcleos Regionais de Educação de Dois Vizinhos, Francisco Beltrão e Pato Branco? O objetivo pautou-se em analisar o PDE voltado à formação dos professores pedagogos vinculados aos NREs da Região Sudoeste do Paraná. A metodologia segue a abordagem qualitativa, por meio de estudo bibliográfico, análise documental e dados levantados via questionário. O estudo bibliográfico sustentou-se em pesquisas já realizadas que analisam o contexto social e político a partir de uma perspectiva crítico-dialética, a qual considera que o fenômeno educativo é permeado por conflitos e contradições. Acerca das contradições evidenciadas pela sociedade, autores como Ianni (2001) e Harvey (2008, 2017) auxiliam no esclarecimento da análise do objeto de pesquisa. A análise documental tomou como base um conjunto de legislações federais e estaduais, composto por leis, decretos, portarias, resoluções, instruções, editais, coleta e estudos de dados disponíveis nas plataformas oficiais. Nas análises, destacou-se a categoria trabalho e a sua implicação para a formação de professores inseridas no contexto das políticas educacionais da década de 1990 no Brasil, que conferiram um papel de destaque na formação docente. Especificamente sobre a formação continuada, houve a implementação de cursos desconsiderando as necessidades efetivas dos professores oriundas da realidade escolar. Nos anos 2000, no estado do Paraná, durante o governo de Requião Mello e Silva, por intermédio de diversas pesquisas que constataram a fragmentação nos cursos de formação continuada, a SEED propôs a criação do PDE em parceria com a SETI. O Programa foi concebido, na época, como uma proposta ousada, pois buscou articular a teoria e a prática, e o retorno do professor às instituições de educação superior. Entretanto, a análise documental revelou que, no decorrer das oito edições, o PDE passou por um processo de desmonte na sua organização curricular com a inserção de temáticas da contemporaneidade em detrimento dos fundamentos da educação, como o aumento da carga horária a distância. As respostas do questionário revelaram que o PDE contribuiu para a formação do professor pedagogo, porém, quando a análise foi vinculada à concepção do pedagogo como articulador do trabalho pedagógico, constatou-se incoerência no entendimento dessa concepção. Outros fatores influenciaram na formação ofertada pelo PDE, como a descontinuidade das pesquisas pela intensificação do trabalho pedagógico e a falta de incentivo ou fragilidade nas políticas formativas que sucederam o programa.Submitted by Sandra Mendonça (sandra.mendonca@unioeste.br) on 2022-03-04T19:16:05Z No. of bitstreams: 2 Elaine_Lazaroto_2021.pdf: 1574129 bytes, checksum: 030aa80365d403a8f0c1f1d1db61a059 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-03-04T19:16:05Z (GMT). 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dc.title.por.fl_str_mv |
A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE) |
dc.title.alternative.eng.fl_str_mv |
Teacher educator training in the Educational Development Program (EDP) |
title |
A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE) |
spellingShingle |
A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE) Lazaroto, Elaine Formação de professores Professor pedagogo PDE Formação continuada Teacher training Teacher educator Educational Development Program (EDP) Continuing education EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE) |
title_full |
A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE) |
title_fullStr |
A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE) |
title_full_unstemmed |
A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE) |
title_sort |
A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE) |
author |
Lazaroto, Elaine |
author_facet |
Lazaroto, Elaine |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Portelinha, Ângela Maria Silveira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0205582838717075 |
dc.contributor.referee1.fl_str_mv |
Portelinha, Ângela Maria Silveira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0205582838717075 |
dc.contributor.referee2.fl_str_mv |
Castanha, André Paulo |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8802056543966163 |
dc.contributor.referee3.fl_str_mv |
Francischett, Mafalda Nesi |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8041231173562955 |
dc.contributor.referee4.fl_str_mv |
Hobold, Márcia de Souza |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/4242212112799297 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1773123685573136 |
dc.contributor.author.fl_str_mv |
Lazaroto, Elaine |
contributor_str_mv |
Portelinha, Ângela Maria Silveira Portelinha, Ângela Maria Silveira Castanha, André Paulo Francischett, Mafalda Nesi Hobold, Márcia de Souza |
dc.subject.por.fl_str_mv |
Formação de professores Professor pedagogo PDE Formação continuada |
topic |
Formação de professores Professor pedagogo PDE Formação continuada Teacher training Teacher educator Educational Development Program (EDP) Continuing education EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher training Teacher educator Educational Development Program (EDP) Continuing education |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This thesis is bound to the line of research “Culture, Educational Processes, and Teacher Training” which studies the interrelationships between culture and education, teacher training and formal and non-formal educational processes in their theoretical-practical, sociopolitical, and pedagogical aspects. It is included in the Stricto Sensu Graduation Program in Education – Master’s degree – at the Western Paraná State University (UNIOESTE), in Francisco Beltrão, and is part of the study group of Higher Education, Training, and Teaching Work (GESFORT). Its topic is the continuing training of teachers, and its object is the continuing formation of teacher educators in the Education Development Program (EDP). The question to be answered is: To what extent the EDP, as a continuing training program, has contributed to the training of teacher educators in Regional Units of Education (RUE) of Dois Vizinhos, Francisco Beltrão, and Pato Branco cities? The aim is to analyze the EDP directed to teacher educators’ training bound to these units of South-west of Paraná state, Brazil. It uses a qualitative approach through bibliographic study, document and data analysis collected via questionnaire. The bibliographic study used works already published analyzing the social and political context from a critical and dialectical viewpoint, which states the educational phenomenon is marked by conflicts and contradictions. Regarding these contradictions in society, authors such as Ianni (2001) and Harvey (2008, 2017) are present in clarifying this research’s object. The document analysis is based on a set of federal and state legislations made of laws, decrees, ordinances, instructions, notices, data collection and studies available on official platforms. In this thesis’ analysis, the category of work and its implication in teacher training in the context of the 90s’ educational policies, in Brazil, are prominent. These policies have had an important role in teacher training. On continuing education in particular, courses were implemented without considering the actual needs of teachers coming from their school realities. In the 2000s, in the state of Paraná, during the administration of Requião Mello e Silva, through several studies showing fragmentation of continuing training courses, the state department of education (SEED) had proposed a program, the EDP in partnership with its department of science, technology and higher education. EDP was designed as a bold step, for it aimed to articulate theory and practice, and the return of teachers to higher education institutions. However, the present document analysis has shown that, throughout its eight editions, EDP has gone through a disassembly process in its curriculum, inserting topics of today over those related to the grounds of education, such as the increase in the distance workload. The answers submitted by respondents have shown that the EDP has contributed to teacher educator training. However, when this analysis is bound to the conception of an educator as the articulator of the pedagogical work, then it is was found incoherence in the understanding this conception. Other factors have influenced the training offered through EDP, as the discontinuity of research due to the intensification of pedagogical work, and the lack of encouragement in training policies that followed up EDP. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-06-21 |
dc.date.accessioned.fl_str_mv |
2022-03-04T19:16:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
LAZAROTO, Elaine. A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE). 2021. 121 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2021. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/5851 |
identifier_str_mv |
LAZAROTO, Elaine. A formação continuada do professor pedagogo no Programa de Desenvolvimento Educacional (PDE). 2021. 121 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2021. |
url |
https://tede.unioeste.br/handle/tede/5851 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-8451285793228477937 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
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