As percep??es de professores de ci?ncias de um munic?pio do interior do estado do Rio Grande do Sul sobre as contribui??es dos semin?rios de forma??o continuada para suas pr?ticas pedag?gicas

• Ano de defesa: 2019
• Autor(a) principal: Schwantes, Cristiane Ribeiro
• Orientador(a): Rocha Filho, Jo?o Bernardes da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
• Departamento: Escola de Ci?ncias
• País: Brasil
• Palavras-chave em Português: Forma??o Continuada; Professores de Ci?ncias; Percep??es de Professores
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8558

Continued teacher education has a legal perspective and has been made and discussed more strongly since the end of the 20th century. It is debated, approached and consolidated in the cities through seminars, courses, studies, among others. This dissertation aims to understand how the planning and the offer of the Continued Education Seminars of the Municipal Teaching Network of a city in the State of Rio Grande do Sul are perceived by science teachers in relation to the attendance of their needs and interests. This research have a qualitative approach, with case study type. The Participants were five science teachers. As a data collection instrument, was used an semi-structured interview, and the data were analyzed by the methodology called Hermeneutic Phenomenological Analysis (AFH), which assumes the Synthetic Essential Interpretation (IES) as a product of its development. Based on the analysis of the interviews, we observed that, in relation to the characteristics of the seminars, the totality of the Participants affirms that the participation of the teachers of the State Education Network in the Education Seminars is important and positive. With regard to conceptions about continued education, the Participants associate them with the improvement of daily life in school and your pedagogical practice, the resumption of the theories and methodologies that were studied in the undergraduate, moments of reflection and exchange of ideas and qualification. Regarding continued training needs, all Participants answered that the Seminars contribute to their pedagogical practices and should continue in the format in which they are currently offered to the teachers, but were unanimous in stating that the Seminars, only, do not serve to all their pedagogical needs. The five Participants said they need specific continued education for science teachers. From the analysis of the interviews, we conclude that the Continued Education Seminars offered by the municipality contribute to the teaching practice of the Participants, however, there is a lack of specific and targeted training for these professionals, being the knowledge of their opinions and needs is useful for planning and executing a new training format, according to their interests. This work contain the following chapters: Introduction, Justification and Contextualization, Theoretical Referential, Methodological Procedures, Analysis of Interviews and Final Considerations, also possessing References and Appendices.