O processo de forma??o continuada de profissionais da rede p?blica do ensino: um estudo de caso da especializa??o PROEJA do IFTM ? Campus Uberaba

• Ano de defesa: 2012
• Autor(a) principal: Andrade, Luciana Borges de
• Orientador(a): Sanchez, Liliane Barreira
• Banca de defesa: Sanchez, Liliane Barreira, Santos, Ramofly Bicalho dos, Leite Filho, Aristeo Gon?alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Educa??o de Jovens e Adultos; Forma??o do Educador; Pr?tica Docente
• Palavras-chave em Inglês: Youth and Adult Education; Educator's Training; Teaching Practice
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/1720

This research, featured as a case study, aims to analyze the process of continuing education proposed by the MEC / SETEC and developed at the Federal Institute of Triangulo Mineiro - IFTM, Campus Uberaba, in the specialization course PROEJA, looking for a reflection on their contributions to the teaching-learning process of Youth and Adults. We aim to understand the conceptions of Youth and Adult professionals who attended the course and to check if that was developed in the process of training reached the expectations and needs in the educational practice of adult education / PROEJA. We know that there is a major lack in teacher formation to work with the public of Youth and Adults, whose method of teaching presents a peculiar way of knowledge, which requires the implant and implementation of a specific policy for training of teachers who work in it. Within this context and based on our professional experience, we realize the need and importance of studying the correlation between teacher training and practice in adult education / PROEJA because we know that the pedagogical practice exerts great influence on the process of knowledge construction of learners. The methodological approach was based on the principles of descriptive qualitative study, called "case study" about teachers at public schools in the city of Uberaba - MG, who took the course of specialization PROEJA and also with students of these teachers. We used the following search tools: interviews, narratives and semi-structured questionnaires. The results pointed to the need to implement a permanent policy of teacher education and training turned to help the professionals who work and / or intend to work in adult education / PROEJA, since that the course of expertise contributed to the improvement of educational practice. However it was not sufficient to answer the demands of teachers who work in this type of education, especially in the federal system. Because of that this work also revealed the need to implement actions that encourage the participation of teachers in study groups on PROEJA and continuing education courses.