Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara

• Ano de defesa: 2019
• Autor(a) principal: Arnout, Cristina Idevani Stangherlin
• Orientador(a): Powaczuk, Ana Carla Hollweg
• Banca de defesa: Bolzan, Doris Pires Vargas , Santos, Eliane Aparecida Galvão dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Políticas públicas; Formação de professores; Desenvolvimento profissional
• Palavras-chave em Inglês: Public policies; Teacher training; Professional development
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/19511

This work focuses on experiences in Teacher Continued Education and professional development of teachers from the educational system in Itaara/RS. The study is attached to Professional Masters/UFSM in Research Line 2 – Pedagogical management and educational contexts. The aim of this study was to build indicators for teacher continued education that comply with formative needs and professional development of teachers from Itaara educational system. The specific objectives are: identify the teaching training proposals promoted by the municipal department of Itaara; recognize the teachers’ conceptions about continued education; identify how teachers signify the teaching training experiences they have already lived; recognize the reverberation from previous continued education experiences on pedagogical work management and build indicators for an elaboration of municipal teaching training policy. It is importante to point out the attachment of the author with the investigation, regarding her position as pedagogical coordinator of the Education and Sports Department in Itaara/RS, position that has challenged her to promote continued education programs that answer to the teachers formative needs. The study was developed from a qualitative approach – sociocultural narrative, using as research instruments questionnaires, semistructured interviews and also training meetings: sharing and building knowledge. The meetings were based on dimensions which joined listening, contextualization, experimentation and sharing reelaboration. The objects of this study were active teachers from elementary schools in Itaara. The theoretical framework approaches studies from Chizzotti (1991), Freitas (2002), Vieira (2002), Tardif (2014), Nóvoa (1999), Imbernón (2011), Ferry (2004), Garcia (1999), among others. The research identified the continuity of formative training, the sharing of experiences, the everyday life analysis, the school as a place of formation and theoretical studies as important elements in a formative policy which can comply with formative needs and professional development of the teachers. Thus, as a result from this study, a protocol of a bill, contemplating the indicators, which will be sent to the Municipal Public Power, as a Municipal Legislation initiative, able to guarantee the right for teacher continued education, pre established in the national normatives, as well as promoting new proposals of continued education and improvement of the educational system.