Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador
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: Psicologia da Educação
|
Departamento: |
Psicologia
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/16050 |
Resumo: | The context of this research is the continuing formation program of professionals involved with first years (0 to 5 years old) education promoted by the Municipal Authority of Education of Curitiba (capital of Paraná State, Brazil). In recent years, the local government investment in expanding local education skills, in capacitating teacher trainers, and in developing a set of systematic training activities. The teacher trainer is the professional responsible for undertaking continuing formation practices, as well as the main actor in creating, organizing, and developing necessary actions for building a collective and reflexive body of knowledge on professional formation. Taking it into consideration, the object of this research was the training process aimed at introducing teacher trainers into a continuing and collaborative formation program promoted by a local government based network. The aim was to reflect upon teacher trainers formation process through their own views and perceptions, understanding the successful and unsuccessful aspects of the program, as well as the aspects validated by those who experience it, and the debates, difficulties and challenges they promote, find, and face. The methodology was based on three discussion groups of experienced trainers that plays different, but complementary, roles in the program: pedagogic coordinators of the Children Schools, which works directly with teachers; coordinators of the Regional Centers, responsible for the contact between pedagogic coordinators and the Local Authority chief staffs; and teacher trainers that works on the Children Education Department. The discussions focused on the following subjects: what teacher trainers are; how do they become one; what do they do; what are the challenges they face; collaboration and network; and professional development. Theory basis of the research encompassed conceptions developed by Canário (2000; 2007); Nóvoa (2007; 2009); Imbernón (2009; 2010), Marcelo (2001; 2009); Roldão (2005; 2007), and Vaillant (2001; 2003), as well as a broad overview of researches on continuing formation carried out in Brazil (FCC, 2011). The results: a) emphasizes the trainer´s complex role in an ever changing environment; b) validates the continuing formation as a process that facilitates teachers professional development; c) identifies the initial stage of the professional development process as a particularly difficult moment, once the professionals have to cope with a large volume of new and varied information (the main challenge of teacher trainers is learning to learn; learning to teach, and teaching, simultaneously); d) points out the critical role played by the context of the continuing formation in building the teacher trainers professional identity, once they work on singular and grounded based situations (what enhances both their professional importance, and the need for continuous investments in training and trainers); and, finally, e) emphasizes the high value attributed to collective and collaborative work, validated as the roadmap towards a professional knowledge capable of overcoming the characteristics of an individualistic culture that resists to share and to openly discuss the problems of the teaching practice |
id |
PUC_SP-1_fd45cd347d8f698f6c7d46a5c0fd1e3f |
---|---|
oai_identifier_str |
oai:repositorio.pucsp.br:handle/16050 |
network_acronym_str |
PUC_SP-1 |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
repository_id_str |
|
spelling |
Ronca, Antonio Carlos Carusohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727007Z4http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4462776T3Gastaldi, Maria Virgínia2016-04-28T20:56:32Z2013-04-022012-06-18Gastaldi, Maria Virgínia. Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador. 2012. 157 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/16050The context of this research is the continuing formation program of professionals involved with first years (0 to 5 years old) education promoted by the Municipal Authority of Education of Curitiba (capital of Paraná State, Brazil). In recent years, the local government investment in expanding local education skills, in capacitating teacher trainers, and in developing a set of systematic training activities. The teacher trainer is the professional responsible for undertaking continuing formation practices, as well as the main actor in creating, organizing, and developing necessary actions for building a collective and reflexive body of knowledge on professional formation. Taking it into consideration, the object of this research was the training process aimed at introducing teacher trainers into a continuing and collaborative formation program promoted by a local government based network. The aim was to reflect upon teacher trainers formation process through their own views and perceptions, understanding the successful and unsuccessful aspects of the program, as well as the aspects validated by those who experience it, and the debates, difficulties and challenges they promote, find, and face. The methodology was based on three discussion groups of experienced trainers that plays different, but complementary, roles in the program: pedagogic coordinators of the Children Schools, which works directly with teachers; coordinators of the Regional Centers, responsible for the contact between pedagogic coordinators and the Local Authority chief staffs; and teacher trainers that works on the Children Education Department. The discussions focused on the following subjects: what teacher trainers are; how do they become one; what do they do; what are the challenges they face; collaboration and network; and professional development. Theory basis of the research encompassed conceptions developed by Canário (2000; 2007); Nóvoa (2007; 2009); Imbernón (2009; 2010), Marcelo (2001; 2009); Roldão (2005; 2007), and Vaillant (2001; 2003), as well as a broad overview of researches on continuing formation carried out in Brazil (FCC, 2011). The results: a) emphasizes the trainer´s complex role in an ever changing environment; b) validates the continuing formation as a process that facilitates teachers professional development; c) identifies the initial stage of the professional development process as a particularly difficult moment, once the professionals have to cope with a large volume of new and varied information (the main challenge of teacher trainers is learning to learn; learning to teach, and teaching, simultaneously); d) points out the critical role played by the context of the continuing formation in building the teacher trainers professional identity, once they work on singular and grounded based situations (what enhances both their professional importance, and the need for continuous investments in training and trainers); and, finally, e) emphasizes the high value attributed to collective and collaborative work, validated as the roadmap towards a professional knowledge capable of overcoming the characteristics of an individualistic culture that resists to share and to openly discuss the problems of the teaching practiceO contexto dessa pesquisa é a formação continuada de profissionais de educação infantil em Curitiba, no Paraná, onde, nos últimos anos, houve o investimento do município na estruturação das equipes técnicas, na formação de formadores e no desenvolvimento de ações sistemáticas de formação. Considerando que o formador, aquele que desenvolve práticas de formação continuada, é figura central na criação, organização e desenvolvimento de espaços de reflexão e construção coletiva de conhecimentos no trabalho de formação, o objeto dessa investigação foram os processos formativos relativos à inserção dos formadores em um modelo de formação continuada colaborativo na rede pública. Pretendeu-se refletir sobre processos formativos e formação de formadores na ótica dos formadores, conhecendo e destacando os aspectos do modelo que deram certo e que são validados pelos sujeitos que nesses processos transitam, bem como os embates, as dificuldades e os desafios. Foram organizados três grupos de discussão com formadores experientes: um com pedagogos formadores dos Centros Municipais de Educação Infantil (CMEIs), que trabalham diretamente com os professores; outro com os dos Núcleos Regionais, intermediários entre os CMEI e a equipe central; e o terceiro com os formadores do Departamento de Educação Infantil. As discussões foram organizadas em torno dos seguintes temas: ser formador; formar-se formador; a prática do formador; os desafios; a cooperação e trabalho em rede; e o desenvolvimento profissional. O referencial teórico se constituiu nas concepções desenvolvidas por Canário (2000; 2007), Nóvoa (2007; 2009) Imbernón (2009; 2010), Marcelo (2001; 2009), Roldão (2005; 2007) e Vaillant (2001; 2003), e pesquisas sobre formação continuada no Brasil (FCC, 2011). Os resultados apontam para: a complexa tarefa do formador em contextos de mudanças e validam a formação continuada como espaço de desenvolvimento profissional; um início difícil porque, diante de um grande volume de informações novas, o desafio do formador é aprender a aprender, aprender a ensinar e ensinar simultaneamente; o papel dominante do contexto da formação continuada na construção da profissionalidade do formador diante do desafio de um agir situado e singular, o que reforça seu valor e a necessidade de investimentos contínuos na formação e no formador; e o alto valor atribuído ao trabalho coletivo, validado como o caminho para a construção de um conhecimento profissional, em que o desafio é vencer as marcas de uma cultura individualista que ainda resiste em compartilhar e discutir publicamente os problemas da prática pedagógicaapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32304/Maria%20Virginia%20Gastaldi.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaEducação infantilFormação continuadaFormação do formadorProcessos formativosChildren educationContinuing formationTeacher´s trainersCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALFormação continuada na educação infantil: possibilidades e desafios na perspectiva do formadorFormação continuada na educação infantil: possibilidades e desafios na perspectiva do formadorinfo: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_SPTEXTMaria Virginia Gastaldi.pdf.txtMaria Virginia Gastaldi.pdf.txtExtracted texttext/plain409337https://repositorio.pucsp.br/xmlui/bitstream/handle/16050/3/Maria%20Virginia%20Gastaldi.pdf.txt9fa5ae7a215d08b850eb6f1508fae513MD53ORIGINALMaria Virginia Gastaldi.pdfapplication/pdf902242https://repositorio.pucsp.br/xmlui/bitstream/handle/16050/1/Maria%20Virginia%20Gastaldi.pdffccf817d98fa8ee1deba4f56128c9beeMD51THUMBNAILMaria Virginia Gastaldi.pdf.jpgMaria Virginia Gastaldi.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/16050/2/Maria%20Virginia%20Gastaldi.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/160502022-04-27 15:27:08.046oai:repositorio.pucsp.br:handle/16050Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:27:08Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador |
title |
Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador |
spellingShingle |
Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador Gastaldi, Maria Virgínia Educação infantil Formação continuada Formação do formador Processos formativos Children education Continuing formation Teacher´s trainers CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador |
title_full |
Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador |
title_fullStr |
Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador |
title_full_unstemmed |
Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador |
title_sort |
Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador |
author |
Gastaldi, Maria Virgínia |
author_facet |
Gastaldi, Maria Virgínia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ronca, Antonio Carlos Caruso |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727007Z4 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4462776T3 |
dc.contributor.author.fl_str_mv |
Gastaldi, Maria Virgínia |
contributor_str_mv |
Ronca, Antonio Carlos Caruso |
dc.subject.por.fl_str_mv |
Educação infantil Formação continuada Formação do formador Processos formativos |
topic |
Educação infantil Formação continuada Formação do formador Processos formativos Children education Continuing formation Teacher´s trainers CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Children education Continuing formation Teacher´s trainers |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
The context of this research is the continuing formation program of professionals involved with first years (0 to 5 years old) education promoted by the Municipal Authority of Education of Curitiba (capital of Paraná State, Brazil). In recent years, the local government investment in expanding local education skills, in capacitating teacher trainers, and in developing a set of systematic training activities. The teacher trainer is the professional responsible for undertaking continuing formation practices, as well as the main actor in creating, organizing, and developing necessary actions for building a collective and reflexive body of knowledge on professional formation. Taking it into consideration, the object of this research was the training process aimed at introducing teacher trainers into a continuing and collaborative formation program promoted by a local government based network. The aim was to reflect upon teacher trainers formation process through their own views and perceptions, understanding the successful and unsuccessful aspects of the program, as well as the aspects validated by those who experience it, and the debates, difficulties and challenges they promote, find, and face. The methodology was based on three discussion groups of experienced trainers that plays different, but complementary, roles in the program: pedagogic coordinators of the Children Schools, which works directly with teachers; coordinators of the Regional Centers, responsible for the contact between pedagogic coordinators and the Local Authority chief staffs; and teacher trainers that works on the Children Education Department. The discussions focused on the following subjects: what teacher trainers are; how do they become one; what do they do; what are the challenges they face; collaboration and network; and professional development. Theory basis of the research encompassed conceptions developed by Canário (2000; 2007); Nóvoa (2007; 2009); Imbernón (2009; 2010), Marcelo (2001; 2009); Roldão (2005; 2007), and Vaillant (2001; 2003), as well as a broad overview of researches on continuing formation carried out in Brazil (FCC, 2011). The results: a) emphasizes the trainer´s complex role in an ever changing environment; b) validates the continuing formation as a process that facilitates teachers professional development; c) identifies the initial stage of the professional development process as a particularly difficult moment, once the professionals have to cope with a large volume of new and varied information (the main challenge of teacher trainers is learning to learn; learning to teach, and teaching, simultaneously); d) points out the critical role played by the context of the continuing formation in building the teacher trainers professional identity, once they work on singular and grounded based situations (what enhances both their professional importance, and the need for continuous investments in training and trainers); and, finally, e) emphasizes the high value attributed to collective and collaborative work, validated as the roadmap towards a professional knowledge capable of overcoming the characteristics of an individualistic culture that resists to share and to openly discuss the problems of the teaching practice |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-06-18 |
dc.date.available.fl_str_mv |
2013-04-02 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:56:32Z |
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 |
Gastaldi, Maria Virgínia. Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador. 2012. 157 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16050 |
identifier_str_mv |
Gastaldi, Maria Virgínia. Formação continuada na educação infantil: possibilidades e desafios na perspectiva do formador. 2012. 157 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
url |
https://tede2.pucsp.br/handle/handle/16050 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Psicologia |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
bitstream.url.fl_str_mv |
https://repositorio.pucsp.br/xmlui/bitstream/handle/16050/3/Maria%20Virginia%20Gastaldi.pdf.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/16050/1/Maria%20Virginia%20Gastaldi.pdf https://repositorio.pucsp.br/xmlui/bitstream/handle/16050/2/Maria%20Virginia%20Gastaldi.pdf.jpg |
bitstream.checksum.fl_str_mv |
9fa5ae7a215d08b850eb6f1508fae513 fccf817d98fa8ee1deba4f56128c9bee cc73c4c239a4c332d642ba1e7c7a9fb2 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1793424045887193088 |