(Des) Formação continuada de professores no/do PNAIC: a potência do encontro subvertendo a lógica de homogeneização

• Ano de defesa: 2016
• Autor(a) principal: Emilião, Soymara Vieira
• Orientador(a): Oliveira, Inês Barbosa de
• Banca de defesa: Lima, Alexandra Garcia Ferreira , Reis, Graça Regina Franco da Silva , Andrade, Claudia Cristina dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Narrativas; Formação de professores; Estudos do Cotidiano; Educação; Professores Formação; Currículo
• Palavras-chave em Inglês: Curriculum; Narrative; Teacher formation; Daily studies
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10710

The present work proposes a discussion about the continuing education of teachers as a powerful spacetime of (un)education surpassing the imposition of homogenization and by that creating autonomous and authorial practices based on the livedshared in encounters formally understood as teacher education . It s objective is to search othernew meanings in teacher participation inserted in the national continuing education programs while basing itself upon the narrative from many professors whom teach in public schools that participated in The National Pact for Right Age Literacy for at least 3 years and that are based in Rio de Janeiro s Metropolitan Region. The epistemological theoreticalmethodological approach inserts itself in the surveys in/from/with the daily (ALVES, 2003) hunting for details and clues that lead to new understandings about the power located in those encounters of/with teachers; through these conversation net s (FERRAÇO; CARVALHO, 2012) and narratives there is capability to create a net of knowledgewillpower between/with the professors. The conclusion is that there is a need to enlarge the comprehension about the meanings that the teacher student gives to what they live/feel/make in continuing education as spacetime to just then revive their experiencepractice and by that expanding the process of teachinglearning. The need to recognize the many excluded curriculums in action at the schools stands out since it shows how much is lost when the focus is set to statistics in large scale exams