Formação continuada: um estudo sobre a formação em horário coletivo através do projeto especial de ação desenvolvido nas escolas do município de São Paulo

• Ano de defesa: 2016
• Autor(a) principal: Freitas, Marilce Ivama de
• Orientador(a): Ronca, Antonio Carlos Caruso
• 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: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Formação em serviço; Formação continuada; Horário coletivo
• Palavras-chave em Inglês: In-service training; Continuing education; Collective hours
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/18976

This study aims to understand how continuing education processes are going on in the collective schedules of teachers of municipal schools in the City of São Paulo, through the Special Project of Action (SPA), which is the main training tool in service, but which may be being developed differently from what had been conceived. In order to know the reality of the labor force, this research passed over in the first chapter, by presenting existing challenges in Brazilian education, considering that teacher training is one of them and that there are legal provisions that have been changed over time in an attempt to ensure compliance with this demand. The second chapter seeks to elaborate the scope of continuing education and its importance to the teaching profession and the support necessary so that there are good interventions with students. The third chapter depicts the SPA, highlighting it as a project that allows entry to the teachers in praxis through a reflection on practice as well as the appropriation of the proposals of the Municipal Department of Education for this school system. Then sets out the paths taken in the development of this research were interviewed six teachers, three general and three experts, participants of the SPA. The interviews took place in two Basic Education Municipal Schools (BEMS), and finally were analyzed in dialogue with authors such as Nóvoa, Imbernon, Alarcão Canário, Almeida and Placco, among others, that illuminated the construction of this study, favoring the perception that the SPA is a highly valued resource by teachers and that despite the need for adjustments, it is essential to teacher training, allowing, through it, the improvement of education quality