Avaliação institucional na educação básica como apoio ao desenvolvimento profissional docente: uma análise a partir da formação de professoras-estudantes do PARFOR

• Ano de defesa: 2014
• Autor(a) principal: Pereira, Fabiana Golz Ribeiro
• Orientador(a): Martins, Maria Angélica Rodrigues
• Banca de defesa: Martins, Maria Angélica Rodrigues, Gimenes, Nelson Antonio Simões, Abdalla, Maria de Fátima Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Santos
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Centro de Ciências da Educação e Comunicação
• País: Brasil
• Palavras-chave em Português: avaliação institucional; política de formação docente; profissionalidade docente; desenvolvimento profissional; educação básica
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede.unisantos.br/handle/tede/1661

This study was organized to other researches and studies developed by OBEDUC/Capes Project, entitled ¿Teacher training policies: implications, challenges and perspectives to the professional identity constitution and to pedagogical practices¿. The purpose is to analyze the potential of institutional evaluation as an alternative of continuing education to egress teachers of the initial education courses and the varied initiatives of continuing education. It focus teachers-students of a Pedagogy course subsidized by PARFOR (National Plan of Basic Education Professional Training) held at Universidade Católica de Santos. Examines self-evaluation chronic produced by thirteen of them. The research is divided in three chapters. The first is about the evaluation and institutional evaluation and is based on DIAS SOBRINHO (2003, 2011), BRANDALISE (2010), VIANNA (2000), FERNANDES (2010), FREITAS E OUTROS (2009) and others. The second one relates the current teacher training policies in Brazil, highlighting PARFOR, and discusses the teaching professionalism and education relying on TARDIF (2005), AZZI (1999), GATTI, BARRETO, ANDRE (2011), IMBERNÓN (2009), ABDALLA (2005) and others. The third chapter analyses the educational potentials of institutional evaluation confronting them with the proposed about teaching professionalism, teaching professional development and with testimonials from the teachers-students of the chronic. The analyses indicate that the trainees by PARFOR developed their personal and professional lives, enlarging and deepened their teaching professionalism, and also, the biggest challenge that is presented to maintain them this way is the support they will receive in the schools and educational systems that they act.