Políticas Públicas Educacionais para as licenciaturas: um estudo a partir da Formação de Professores no Instituto Federal de Educação, Ciência e Tecnologia – Campus São Paulo

• Autor(a) principal: Guirado, Vanessa Zinderski
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/24996
• topic: políticas públicas educacionais; formação de professores; licenciaturas nos institutos federais; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL::ADMINISTRACAO DE SISTEMAS EDUCACIONAIS; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::PLANEJAMENTO EDUCACIONAL

The present research aimed to analyze the Brazilian educational public policies adopted for the training of teachers in the undergraduate courses of the Federal Institute of Education, Science and Technology of São Paulo - Campus São Paulo, leading to understand how has been the consolidation of the formation of Teachers in those courses. The general objective is to analyze, from the point of view of teacher educators, the implications of the public educational policies of teacher training in the degree courses of the IFSP-SPO. The work was carried out following the qualitative research mechanisms, by two guiding axes, being: Brazilian public educational policies and teacher training in the degree courses of the IFSP-SPO. It was divided into two stages, the first one focused on documentary research, where information collection, reading and analysis of the theoretical assumptions underlying the work were carried out, aimed at identifying the concepts presented in the documents and structuring the theoretical basis of the work From the information obtained. The second was the field research, carried out by means of a semistructured interview, in the IFSP - Campus São Paulo, together with the professors of the Licenciatura courses, in a total of 18 professors, 3 professors of each of the 6 existing courses, being: Coordinator of the course, a teacher of specific discipline of the area of knowledge and another one of pedagogical discipline. Data analysis and tabulation was carried out through content analysis (Bardin, 2010), with the intention of identifying whether educational public policies directed towards undergraduates have contributed to the professional development of teachers and whether the knowledge worked in the courses Undergraduate courses provide a training more in line with the educational challenges faced in the school context. To support the development of the research, we have recourse to Mizukami (1986, 1996, 2005, 2010), Gatti (1997, 2010, 2013, 2015), André (1996, 2010, 2015), Gatti, André and Barreto , Oliveira and Toschi (2012), Imbernón (2002), Nóvoa (1997, 1999, 2007), Sacristán (1995, 1999), Saviani (2007, 2008, 2009, 2010, 2012), Marcelo García (1997, 2013) and Vaillant (2015). The data obtained show that educational public policies directed to undergraduate courses contribute to professional teacher development insofar as they stipulate the need for specific training to practice the profession, on the other hand, the fact that they follow the guidelines stipulated by the multilateral bodies, Also makes the profession suffer impacts by removing it from the preparation of legal documents, by disregarding the production of knowledge of the teacher as teaching, by approaching education through a series of evaluation systems, understanding it as if it were A matter of costs and numbers. We have identified that the knowledge developed in the IFSP-SPO Undergraduate courses aims to provide a training that meets the educational challenges faced in the school context, through solid training in the contents of the specific areas, practical development and training actions that may offer subterfuge for The reflection and criticism of the graduates.