Formação de professores e práxis educativo-coletiva no PPGFP/ UEPB: uma proposta de avaliação por produção

• Ano de defesa: 2018
• Autor(a) principal: Souza, José Luís de
• Orientador(a): Costa, Antonio Roberto Faustino da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Literatura e Interculturalidade - PPGLI
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Avaliação; Formação de Professores; Práxis educativo-coletiva
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73120

Continuing teacher education in Brazil has been the subject of debate since the twentieth century. As of 2007, the Coordination of Improvement of Higher Education Personnel (CAPES) assumes the responsibility of subsidizing the Ministry of Education in the formulation of policies to support the training of teachers in Basic Education. The evaluation of this training is the object of the present research that starts from the following problem, based on the category of the distinction between produce and appropriation recommended by the educational proposal of the Educative-Collective Praxis: the Graduate Program in Teacher Training of the State University of Paraíba (UEPB) has the potential to promote the Evaluation by Production? The main objective of the study is to analyze the Evaluation for Production in the PPGFP/UEPB, with a view to assessing the quality of the continuing education of Basic Education teachers. As specific objectives, it aims to evaluate the potential of the Educational-Collective Praxis in the continuing training of teachers in the UEPB and, on the other hand, to examine the relations between the methodology of the Evaluation for Production as well as the production evaluation model instituted by CAPES. To do so, the study was developed based on qualitative research, subdivided into two methodological procedures, namely bibliographical research and documentary research, reporting the latter to a sample of dissertations defended and to the learning outcomes of a curricular component. It is concluded that the methodology of the Evaluation for Production also demonstrates the potential to assess and prevent insufficient learning and eventually teaching, corroborating with the hypothesis that the Educational-Collective Praxis makes reference and foundation to the continued formation of teachers.