A escola como lócus da aprendizagem profissional dos professores: o ensino da leitura em classes de educação infantil

• Ano de defesa: 2012
• Autor(a) principal: Gonçalves, Dayse
• Orientador(a): André, Marli Eliza Dalmazo Afonso de
• 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: Psicologia
• País: BR
• Palavras-chave em Português: Educação infantil; Formação continuada; Formação em contexto; Desenvolvimento profissional docente
• Palavras-chave em Inglês: Early childhood education; Ongoing teacher education; Formative contexts; Teacher professional development
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://tede2.pucsp.br/handle/handle/16058

This study analyzes the ongoing teacher education model offered to early childhood education professionals at the researched school. This model is organized in situations when the group of teachers collectively works in planning, evaluating, analyzing and reflecting about their practice. In this context, teacher education must deal with issues regarding classroom practice. Thus, this study investigates how this educational model has favored the development of professional and organizational processes. Moreover, this research s objective was to investigate the conditions offered by the school to foster innovative processes through collaborative work. Two discussion groups of five teachers were organized to evaluate formative actions regarding teaching how to read, to signal the more meaningful ones as well as indicate what kind of professional knowledge had been constructed from these actions and, lastly, to what extent their practice had been affected by these actions. Data analysis led to the creation of three categories: teacher education in context, collaborative work construction and the connection between a collaborative culture and an organizational mood as promoters of favorable contexts to professional and institutional development processes. The academic references are Canário (1998, 2000, 2001, 2007), Nóvoa (1999, 2007, 2009), Imbernón (1994, 2010), Marcelo (1999, 2009), Roldão (1998, 2005, 2007, 2009), Lerner (2002, 2007), Brunet (1999) and Fullan and Hargreaves (2000). The results reinforce the importance of the context in teacher education as well as the collaborative character of the teachers work in pedagogical meetings which are, at the same time, formative meetings and meetings to construct collective work projects. In this way, the importance of guaranteeing certain conditions regarding the organizational mood - in order to foster respectful and trusting relationships between all actors and to guarantee that the collective work actually happens and is valued - is evident. Furthermore, it is when teachers must be seen as lead characters not only in the changes they make, but also in the processes of constructing pedagogical and didactic knowledge