Formação docente centrada na escola: uma construção a partir das necessidades formativas de professoras do 1º ao 5º ano

• Ano de defesa: 2019
• Autor(a) principal: Bitencourt, Aparecida Daniele Nascimento
• 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: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Necessidades formativas; Formação de professores crítico-reflexivos; Formação centrada na escola
• Palavras-chave em Inglês: Formative needs; Teacher Training; School centered training
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/22898

This research aimed to develop a training project with the school agents, centered on the reflection on the pedagogical practice and the formative needs of the school teachers. The main challenge was to design a training project that would meet the emergency training needs chosen by the teachers from the 1st to the 5th grade of the SESI school of Jandira / SP. The theoretical foundation was based on the writings of Imbernón (2009, 2010, 2011) to discuss the concepts of continuing education and continuing education; Canario (1998) and Imbernón (2011) subsidized the understanding of school-centered training; and López (2017) and Rodrigues (s / d) supported the theoretical basis regarding the formative needs. Regarding the methodology, we support André (2008) regarding the conception of qualitative research and Miranda and Resende (2006) who discuss the concept of action research. The research is linked to the context of the researcher's work, where she works as a school principal, and was attended by ten teachers who compose the teaching staff of Elementary School I. The data were obtained through a formative diagnostic tool of the institution. SESI and three reflective meetings, during which issues related to the group's formative needs were discussed for the elaboration of a personalized training project. At these meetings, strategies were used that fostered reflections on formative needs, centered on classroom practices, choice of group priority needs, and collective decision-making regarding the preparation of the training project. The meetings were recorded and transcribed to constitute reading and analysis material by the researcher. The results indicated that the training based on reflective discussions about the practice and the formative needs contribute to the teacher's awareness regarding their attitudes and decision making within the classroom. They also revealed that school-centered training positions the teacher as an agent of change, as evidenced by the group's involvement in collective discussions and the joint proposition of a formative agenda, based on priority needs. In addition, sharing the successes and uncertainties in the teachers' reports during the formative meetings provided evidence that this group was constituting itself as a learning community. This can be noted when the analysis of the choices made by the teachers was made, regarding the planning and development of formative meetings, which provided the theoretical basis and the study of successful cases, as well as the realization of experiences in working with productive groups, to share the classroom experience with the group for possible reframing and decision making. These attitudes and decisions seem to validate the importance attached by teachers to collaborative, school-centered training