Formação continuada no ensino fundamental I: pressupostos teórico-metodológicos e os reflexos na ação docente

• Ano de defesa: 2019
• Autor(a) principal: ALBERTINO, Flávia Maria
• Orientador(a): Perez, Maria de Lourdes Zizi Trevizan
• Banca de defesa: Hernandes, Elianeth Dias Kanthack , Gebran, Raimunda Abou
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Formação continuada; Ensino fundamental I; Identidade profissional docente; Ação docente; Aporte histórico-cultural
• Palavras-chave em Inglês: Continuing education; Elementary education I; Teachers’ professional identity; Teaching action; Historical-cultural contribution
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1208

The objective of this research was to identify and analyze the theoretical - methodological assumptions that guide the proposals of continuing education of teachers, offered by the Municipal Department of Education, in two elementary schools I, in a city located in the interior of São Paulo and its reflexes in the teaching action. The theoretical contribution was of historical-cultural nature (Bakhtinian); this is a qualitative research, configured as a case study, with documentary analysis and semi-structured interview, involving three teachers, two pedagogical advisors and one director, covering a total of six direct participants. The analysis of the data collected from the documents and interviews was made through the theoretical process of triangulation, content analysis and semiotic analysis of historical-cultural (Bakhtinian) interpretation of the speeches of the interviewed professionals. The results showed that the process of teacher education/formation does not occur in a dialogical and ambivalent way, based on cultural development, through interpersonal and intersubjective relations, as emphasized by the historical-cultural theory. This research enables a critical-reflexive review of the continuing education practices offered by the researched municipality, and by extension, may serve as an object of confrontation with other contexts of teacher education formation in other Brazilian municipalities.