A formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São Paulo
Ano de defesa: | 2012 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/10373 |
Resumo: | This study focuses on teachers practices of continuous formation from São Paulo state public schools, at the scope of the Pedagogical Workshop of a Bureau of Education at the city of São Paulo, concerning the perspective of educational agents of formation practices. This research aims at identifying and analyzing these educational agents conceptions, responsible for the decisions, planning, publicizing, implementation and fruition of formation practices, besides recruitment and selection of teachers who were the object of these formation practices. This work is characterized as qualitative research, accomplished by means of analysis of the specific laws; interviews with the educational professionals of formation practices in the referred Bureau of Education; and observation of these professionals environment and work routine at the Pedagogical Workshop. The hypothesis that these professionals have had a little or any autonomy to decide about the process of teachers formation gives north to this study. The relationships they establish with schools and teachers addressed by the formation practices are marked by traditional conceptions of teachers continuous formation, shaped as mechanisms of control of teachers and their practices. The decisions about the proposal of courses are taken considering, specially, the enforcement of legal devices, characterized as bureaucratic formalization, centralism and consistency of orientations to distinct schools and teachers cultures. The theoretical support to this study is provided by: Marin, Candau, Mizukami and Giovanni (for the definition of continuous formation), Tardif(regarding the understanding of the constitution of base knowledge to the teaching profession), Barroso (because of his conception of formation centered at school, that has as a principle the affirmation of teacher s autonomy and the meaning of the school environment for the teacher s learning about the profession), Viñao Frago (for his analysis of the distance between the administrative culture of educational agents and supervisors and the culture of schools and their teachers, both implying specific ways of looking at the school and everything related to it) and Michel de Certeau (for his contribution with the concepts of strategies and tactics, that allow us to observe, at the school routine, these educational agents level of autonomy). The data collected were organized in tables, whose results allowed us to confirm the hypothesis and indicated that the conceptions of the Bureau of Education of the state of São Paulo about continuous formation are traditional and emphasize a kind of inservice training, employing, however, a new character or control technology. Such formations are produced vertically and cannot reach the formation needs of schools and teachers from the state public schools |
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Giovanni, Luciana Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4387636H7Silva, Wellynton Rodrigues da2016-04-27T16:32:41Z2012-09-192012-08-29Silva, Wellynton Rodrigues da. The teachers continuous formation according to educational agents at Pedagogical Workshop of the State of São Paulo. 2012. 177 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/10373This study focuses on teachers practices of continuous formation from São Paulo state public schools, at the scope of the Pedagogical Workshop of a Bureau of Education at the city of São Paulo, concerning the perspective of educational agents of formation practices. This research aims at identifying and analyzing these educational agents conceptions, responsible for the decisions, planning, publicizing, implementation and fruition of formation practices, besides recruitment and selection of teachers who were the object of these formation practices. This work is characterized as qualitative research, accomplished by means of analysis of the specific laws; interviews with the educational professionals of formation practices in the referred Bureau of Education; and observation of these professionals environment and work routine at the Pedagogical Workshop. The hypothesis that these professionals have had a little or any autonomy to decide about the process of teachers formation gives north to this study. The relationships they establish with schools and teachers addressed by the formation practices are marked by traditional conceptions of teachers continuous formation, shaped as mechanisms of control of teachers and their practices. The decisions about the proposal of courses are taken considering, specially, the enforcement of legal devices, characterized as bureaucratic formalization, centralism and consistency of orientations to distinct schools and teachers cultures. The theoretical support to this study is provided by: Marin, Candau, Mizukami and Giovanni (for the definition of continuous formation), Tardif(regarding the understanding of the constitution of base knowledge to the teaching profession), Barroso (because of his conception of formation centered at school, that has as a principle the affirmation of teacher s autonomy and the meaning of the school environment for the teacher s learning about the profession), Viñao Frago (for his analysis of the distance between the administrative culture of educational agents and supervisors and the culture of schools and their teachers, both implying specific ways of looking at the school and everything related to it) and Michel de Certeau (for his contribution with the concepts of strategies and tactics, that allow us to observe, at the school routine, these educational agents level of autonomy). The data collected were organized in tables, whose results allowed us to confirm the hypothesis and indicated that the conceptions of the Bureau of Education of the state of São Paulo about continuous formation are traditional and emphasize a kind of inservice training, employing, however, a new character or control technology. Such formations are produced vertically and cannot reach the formation needs of schools and teachers from the state public schoolsEsta pesquisa focaliza as ações de formação continuada de professores no âmbito das Oficinas Pedagógicas da rede estadual de ensino de São Paulo, na perspectiva dos agentes gestores das ações de formação de uma Diretoria de Ensino da cidade de São Paulo. A pesquisa tem por objetivo identificar e analisar as concepções dos agentes formadores, responsáveis pelos processos de tomada de decisões, planejamento, divulgação, implementação e consecução das ações formativas, além do recrutamento e seleção dos professores alvos dos cursos. Trata-se de pesquisa de natureza qualitativa, realizada por meio de análise de legislação específica; entrevistas com os profissionais gestores das ações formativas dentro da referida diretoria de ensino e observação do ambiente e rotina de trabalho desses profissionais. Norteia à pesquisa a hipótese de que esses profissionais têm pouca ou nenhuma autonomia para decidir sobre o processo de formação dos professores. As relações que estabelecem com as escolas e professores destinatários de suas ações de formação são marcadas por concepções tradicionais de formação continuada de professores, tomando a forma de mecanismo de controle dos professores e suas ações. As decisões sobre a abertura ou não de cursos são tomadas considerando-se, sobretudo, a aplicação das disposições legais, tomando características de formalização burocrática, centralismo e uniformidade de orientações para culturas escolares e docentes distintas. Fornecem apoios teóricos à pesquisa autores como: Marin, Candau, Mizukami e Giovanni (para definição de formação continuada), Tardif (no que tange à compreensão da constituição dos saberes de base para a profissão docente), Barroso (por sua concepção de formação centrada na escola, que toma como princípio a afirmação da autonomia do professor e do significado do ambiente escolar para as aprendizagens do professor sobre a profissão), Viñao Frago (por sua análise da distância entre a cultura escolar administrativa dos gestores e supervisores da educação e acultura dos professores, ambas implicando modos específicos de ver a escola e tudo que se refere a ela)e Michel de Certeau (por sua contribuição com os conceitos de estratégias e táticas) que permitem observar, no cotidiano, o grau de autonomia desses agentes formadores. Os dados coletados são organizados em quadros-síntese, cujos resultados permitem a confirmação da hipótese e indicam que as concepções da Secretaria de Educação do Estado de São Paulo sobre formação continuada são tradicionais e enfatizam uma espécie de treinamento em serviço, porém, utiliza-se de uma nova roupagem, uma nova tecnologia de controle, essas formações são produzidas verticalmente e não conseguem atender a todos os professores da rede estadual de ensinoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23101/Wellynton%20Rodrigues%20da%20Silva.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoFormação continuada de professoresAgentes formadores e gestores das ações de formaçãoOficina Pedagógica do Estado de São PauloPolítica educacionalTeachers continuous formationEducational agents of formation practicesPedagogical Workshop of the State of São PauloEducational politicsCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOA formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São PauloThe teachers continuous formation according to educational agents at Pedagogical Workshop of the State of São Pauloinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTWellynton Rodrigues da Silva.pdf.txtWellynton Rodrigues da Silva.pdf.txtExtracted texttext/plain442691https://repositorio.pucsp.br/xmlui/bitstream/handle/10373/3/Wellynton%20Rodrigues%20da%20Silva.pdf.txtdbc750a2086b3b59a01ac009d8764537MD53ORIGINALWellynton Rodrigues da Silva.pdfapplication/pdf1112718https://repositorio.pucsp.br/xmlui/bitstream/handle/10373/1/Wellynton%20Rodrigues%20da%20Silva.pdfef4c7ffa8248a03018846f8609d24848MD51THUMBNAILWellynton Rodrigues da Silva.pdf.jpgWellynton Rodrigues da Silva.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10373/2/Wellynton%20Rodrigues%20da%20Silva.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/103732022-06-28 10:39:17.955oai:repositorio.pucsp.br:handle/10373Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-28T13:39:17Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São Paulo |
dc.title.alternative.eng.fl_str_mv |
The teachers continuous formation according to educational agents at Pedagogical Workshop of the State of São Paulo |
title |
A formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São Paulo |
spellingShingle |
A formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São Paulo Silva, Wellynton Rodrigues da Formação continuada de professores Agentes formadores e gestores das ações de formação Oficina Pedagógica do Estado de São Paulo Política educacional Teachers continuous formation Educational agents of formation practices Pedagogical Workshop of the State of São Paulo Educational politics CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
A formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São Paulo |
title_full |
A formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São Paulo |
title_fullStr |
A formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São Paulo |
title_full_unstemmed |
A formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São Paulo |
title_sort |
A formação continuada de professores na concepção de agentes formadores em Oficina Pedagógica do Estado de São Paulo |
author |
Silva, Wellynton Rodrigues da |
author_facet |
Silva, Wellynton Rodrigues da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giovanni, Luciana Maria |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4387636H7 |
dc.contributor.author.fl_str_mv |
Silva, Wellynton Rodrigues da |
contributor_str_mv |
Giovanni, Luciana Maria |
dc.subject.por.fl_str_mv |
Formação continuada de professores Agentes formadores e gestores das ações de formação Oficina Pedagógica do Estado de São Paulo Política educacional |
topic |
Formação continuada de professores Agentes formadores e gestores das ações de formação Oficina Pedagógica do Estado de São Paulo Política educacional Teachers continuous formation Educational agents of formation practices Pedagogical Workshop of the State of São Paulo Educational politics CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Teachers continuous formation Educational agents of formation practices Pedagogical Workshop of the State of São Paulo Educational politics |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This study focuses on teachers practices of continuous formation from São Paulo state public schools, at the scope of the Pedagogical Workshop of a Bureau of Education at the city of São Paulo, concerning the perspective of educational agents of formation practices. This research aims at identifying and analyzing these educational agents conceptions, responsible for the decisions, planning, publicizing, implementation and fruition of formation practices, besides recruitment and selection of teachers who were the object of these formation practices. This work is characterized as qualitative research, accomplished by means of analysis of the specific laws; interviews with the educational professionals of formation practices in the referred Bureau of Education; and observation of these professionals environment and work routine at the Pedagogical Workshop. The hypothesis that these professionals have had a little or any autonomy to decide about the process of teachers formation gives north to this study. The relationships they establish with schools and teachers addressed by the formation practices are marked by traditional conceptions of teachers continuous formation, shaped as mechanisms of control of teachers and their practices. The decisions about the proposal of courses are taken considering, specially, the enforcement of legal devices, characterized as bureaucratic formalization, centralism and consistency of orientations to distinct schools and teachers cultures. The theoretical support to this study is provided by: Marin, Candau, Mizukami and Giovanni (for the definition of continuous formation), Tardif(regarding the understanding of the constitution of base knowledge to the teaching profession), Barroso (because of his conception of formation centered at school, that has as a principle the affirmation of teacher s autonomy and the meaning of the school environment for the teacher s learning about the profession), Viñao Frago (for his analysis of the distance between the administrative culture of educational agents and supervisors and the culture of schools and their teachers, both implying specific ways of looking at the school and everything related to it) and Michel de Certeau (for his contribution with the concepts of strategies and tactics, that allow us to observe, at the school routine, these educational agents level of autonomy). The data collected were organized in tables, whose results allowed us to confirm the hypothesis and indicated that the conceptions of the Bureau of Education of the state of São Paulo about continuous formation are traditional and emphasize a kind of inservice training, employing, however, a new character or control technology. Such formations are produced vertically and cannot reach the formation needs of schools and teachers from the state public schools |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-09-19 |
dc.date.issued.fl_str_mv |
2012-08-29 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:32:41Z |
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 |
Silva, Wellynton Rodrigues da. The teachers continuous formation according to educational agents at Pedagogical Workshop of the State of São Paulo. 2012. 177 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10373 |
identifier_str_mv |
Silva, Wellynton Rodrigues da. The teachers continuous formation according to educational agents at Pedagogical Workshop of the State of São Paulo. 2012. 177 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
url |
https://tede2.pucsp.br/handle/handle/10373 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade |
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PUC-SP |
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BR |
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Educação |
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Pontifícia Universidade Católica de São Paulo |
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