A escola organizada por ciclos de formação humana e a formação no projeto sala de educador

• Ano de defesa: 2012
• Autor(a) principal: Troian, Thiélide Veronica da Silva Pavanelli
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Ciclos de formação humana; Formação de professores; Formação continuada; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Cycles of human development; Teaching development; Development continuing
• Link de acesso: http://ri.ufmt.br/handle/1/1424

The present work is the result of a research Master‟s Degree in Graduate Program in Education at the Institute of Human and Social Science of the Federal University of the State of Mato Grosso, University Campus of Rondonópolis in which focused on study to understand the thinking of Basic Education professionals attending continuous education development, through the Educator‟s Room Project at school about the contents of Educational policy that support the deployment and implementation of the organization of basic education in cycles of human development in the State of Mato Grosso. As an expansion of this issue, the study aimed to analyze in what extend the proposed continuous education development achieved in Educator‟s Room Project enables the educators to construct a theoretical and practical approach that support their praxis from the theoretical and methodological assumptions of the Organization of Basic Education in Cycles of Human Development in the State of Mato Grosso? Thereby, to investigate what educational professionals think about the Organization of Basic Education in Cycles of Human Development in the State of Mato Grosso from their participation in continuous education development was the main aim of this work in which had extension with the specific objectives: inventory and understand the comprehension of Cycles of Human Development constructed by educators from the participation of the Educators‟ Room Project; investigate whether the subjects studied in continuous education development enable the construction of a theoretical-practical approach that is in accordance with the assumptions of the Organization of Basic Education in Cycles of Human Development. To analyze evaluation that educators think about continuous educational development experienced in the Educators‟ Room Project in the school locus. To achieve the proposed objectives were interviewed ten educators of the State School Teacher Edeli Mantovani of Sinop, in the North part of Mato Grosso, also take part as investigative source researched, the Educators‟ Room Project of the school, institutionalized through the Centre for Professional Development and Updating of Basic Education /CEFAPRO, this document shows the objectives of the continuous educational development offered in the schools and the list of contents studied throughout the period: 2008 to 2011. Thus, the theoretical contribution to continuous education development, emphasizing the bias of continuous permanent educational development of the teacher and considering school as a privileged locus of continuous development, based on the writings of Novoa (1997), Canário (2006), Marcelo (2009), among others and for comprehension of the curricular organization in Cycles of Human Development, it was opted for studies of Krug (2001), Azevedo (2000); Arroyo (2000) among others. Methodologically the research based on the theoretical assumptions of qualitative research, supporting on the thoughts of Minayo (2010), Ludke and Andre (2007), Ghedin and Franco (2008), among others. analysis of the data collected was taken as main reference the thought of Paulo Freire (1980, 1987,1996, 2001,2001). The research steps constitute through appropriation of theoretical basis, investigation locus though analyzing texts studied and the Educators‟ Room Project, interviews and questionnaires with the participants. The survey was developed, mainly, through settings of a dialogical and dialectical relationship with the interviewees, resulting understanding the possibility in which is presented, from the participation in the Educators‟ Room Project is the change in perception, understanding and considering students, school as a whole and Education in general, in which is already being experienced by research collaborators evidenced by perceptions on the Organization of Basic Education in Cycles of Human Development expressed in their testimonies, from the „deconstruction‟ of crystallized concepts in their pedagogical imagination.