A FORMAÇÃO CONTINUADA DE EDUCADORES DO PROJOVEM URBANO EM IMPERATRIZ

• Ano de defesa: 2012
• Autor(a) principal: Melo, Lucivania Silva de
• Orientador(a): MORAES, Lélia Cristina Silveira de
• Banca de defesa: Melo, Maria Alice
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação Continuada; Educador; ProJovem Urbano; Autonomia
• Palavras-chave em Inglês: Continued training; Educator; Urban ProJovem; Autonomy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/217

The continued training for Educators of urban ProJovem developed in the city of Imperatriz-MA is the object of this survey, which examines the concepts and practices of the program training, as well as the mechanisms of implementation contained in its guidelines, trying to understand how it works according to the proposal outlined by urban ProJovem focus on the level of participation of educators during continued training and its implication on the educator's autonomy. The methodological approach was in a qualitative perspective with the use of bibliographic search tools and techniques, documentary analysis, observation and semi structured interviews. The methodological procedures and data collection instruments were worked simultaneously in a few moments, characterizing the complementary information and promoting the understanding of the studied object in its totality. The survey was realized in three of the five schools of the three cores of the program in Imperatriz and fifteen professionals of six different functions were interviewed. The observation of trainers and educators was made in two different stages during continuous training. This work is based on the studies of different theoreticals, such as: Paulo Freire (1992; 1998; 1999; 2000; 2005; 2009); José Carlos Libâneo (2000; 2002; 2005; 2006; 2008; 2011); José Contreras (2002); Selma Garrido Pimenta (2002; 2005); Isabel Alarcão (2001; 2011); Francisco Imbernón (2009; 2010); Célia Linhares (2003; 2004); Henry Giroux (1997; 2003); Naura Carapeto Ferreira (2006); István Mészáros (2008); Santomé Jurjo (2001); Gaudentius Frigotto (2001; 2003), among others. The survey results confirm the complexity that the subject displays and its meaning for Brazilian education, whereas it is a differentiated experience which brings some pedagogical innovation in its project aiming to integrate basic education, professional qualification and citizen participation, emphasizing interdisciplinarity. It was noted that the preset structure and the time limit for the duration of the program for each subject from the curriculum is a barrier for pedagogical action of the educator. The educator's autonomy is restricted to the selection of teaching strategies. The school evaluation is transgressed while paramount educator's function. The continued training of educators happens as a continuous study action, aiming to improve the pedagogical practice, analyzing it from the reality experienced in order to make it better. Although a large number of interviewed educators express that the program makes it possible to work with autonomy, the writings contradict themselves when they describe their everyday educational practices.