Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
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: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/19511 |
Resumo: | 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. |
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2020-02-07T12:48:42Z2020-02-07T12:48:42Z2019-08-23http://repositorio.ufsm.br/handle/1/19511This 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.Esta pesquisa tem como foco as experiências de formação continuada e desenvolvimento profissional de professores da rede municipal de Itaara. O estudo vincula-se ao Mestrado Profissional/UFSM na Linha de Pesquisa 2 - Gestão Pedagógica e Contextos Educativos. Como objetivo geral, delineou-se construir indicadores para uma política de formação de professores que atenda às necessidades formativas e de desenvolvimento profissional dos professores da rede de Itaara. Os objetivos específicos são: identificar as propostas de formação promovidas pela secretaria municipal de Itaara; reconhecer as concepções dos professores sobre formação continuada; identificar como os professores significam as ações de formação já vivenciadas; reconhecer a repercussão das experiências de formação continuada na gestão do trabalho pedagógico e construir indicadores para a elaboração para uma política municipal de formação de professores. Ressalta-se a vinculação da autora com a investigação, tendo em vista sua atuação como coordenadora Pedagógica da Secretaria de Educação e Desporto do Município de Itaara, o que tem a desafiado a promover espaços de formação continuada, que atendam às necessidades formativas dos professores da rede. A investigação foi desenvolvida a partir de uma abordagem qualitativa – narrativa de cunho sociocultural, contemplando como instrumentos da pesquisa questionários, entrevistas semi-estruturadas, também foram realizados encontros de formação: compartilhando e construindo saberes. Os encontros pautaram-se em dimensões que aliaram a escuta, a contextualização, a experimentação e a reelaboração compartilhada. Os sujeitos da pesquisa são professores atuantes nos anos iniciais do ensino fundamental do sistema municipal de Itaara. O referencial teórico aborda os estudos Chizzotti (1991), Freitas (2002), Vieira (2002), Tardif (2014), Nóvoa (1999), Imbernón (2011), Ferry (2004), Garcia (1999), entre outros. A investigação realizada permitiu identificar a continuidade formativa, o compartilhamento de experiências, a análise do cotidiano, a escola como espaço de formação e estudos teóricos como elementos imprescindíveis de serem contemplados numa política de formação em serviço que atenda às necessidades formativas e o desenvolvimento profissional dos docentes da rede municipal de Itaara. Com isso, apresenta-se como produto resultante da investigação uma minuta de Projeto de Lei, contemplando os indicadores evidenciados, a qual será direcionada ao Poder Executivo Municipal, como proposta de Legislação Municipal, capaz de garantir o direito a formação continuada de professores, pré-estabelecido nas normativas nacionais, bem como impulsionar novas propostas de formação continuada e em serviço na rede.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPolíticas públicasFormação de professoresDesenvolvimento profissionalPublic policiesTeacher trainingProfessional developmentCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação continuada de professores: indicadores para uma política na Rede Municipal de ItaaraTeacher continued education: indicators for policy in the Municipal Educational System in Itaarainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPowaczuk, Ana Carla Hollweghttp://lattes.cnpq.br/7081978206926650Bolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Santos, Eliane Aparecida Galvão doshttp://lattes.cnpq.br/7953554954853301http://lattes.cnpq.br/4220439029115868Arnout, Cristina Idevani Stangherlin7008000000066006db568a0-1a39-4b77-a46c-04d773da2a7a2b9bb8ec-5b9b-4261-8615-6bab00251b433e25f8f6-091b-4959-a5de-36c5af54c708665e0593-8ff6-400c-9b9b-0cbe1073f375reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPPGE_2019_ARNOUT_CRISTINA.pdfDIS_PPGPPGE_2019_ARNOUT_CRISTINA.pdfDissertação de Mestradoapplication/pdf3153824http://repositorio.ufsm.br/bitstream/1/19511/1/DIS_PPGPPGE_2019_ARNOUT_CRISTINA.pdfba47651d41315e7c13a8f7672e8500f6MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara |
dc.title.alternative.eng.fl_str_mv |
Teacher continued education: indicators for policy in the Municipal Educational System in Itaara |
title |
Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara |
spellingShingle |
Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara Arnout, Cristina Idevani Stangherlin Políticas públicas Formação de professores Desenvolvimento profissional Public policies Teacher training Professional development CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara |
title_full |
Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara |
title_fullStr |
Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara |
title_full_unstemmed |
Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara |
title_sort |
Formação continuada de professores: indicadores para uma política na Rede Municipal de Itaara |
author |
Arnout, Cristina Idevani Stangherlin |
author_facet |
Arnout, Cristina Idevani Stangherlin |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7081978206926650 |
dc.contributor.referee1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee2.fl_str_mv |
Santos, Eliane Aparecida Galvão dos |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7953554954853301 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4220439029115868 |
dc.contributor.author.fl_str_mv |
Arnout, Cristina Idevani Stangherlin |
contributor_str_mv |
Powaczuk, Ana Carla Hollweg Bolzan, Doris Pires Vargas Santos, Eliane Aparecida Galvão dos |
dc.subject.por.fl_str_mv |
Políticas públicas Formação de professores Desenvolvimento profissional |
topic |
Políticas públicas Formação de professores Desenvolvimento profissional Public policies Teacher training Professional development CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Public policies Teacher training Professional development |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
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. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-23 |
dc.date.accessioned.fl_str_mv |
2020-02-07T12:48:42Z |
dc.date.available.fl_str_mv |
2020-02-07T12:48:42Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/19511 |
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http://repositorio.ufsm.br/handle/1/19511 |
dc.language.iso.fl_str_mv |
por |
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por |
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700800000006 |
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600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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