Política estadual paranaense de formação docente: princípios norteadores a partir da Abordagem CCS

• Ano de defesa: 2020
• Autor(a) principal: DANTAS, Irene Rodrigues
• Orientador(a): Schlünzen, Elisa Tomoe Moriya
• Banca de defesa: Souza, Sidinei de Oliveira de , Barros, Daniela Melaré Vieira de
• 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 Docente; Política Estadual de Formação; Abordagem Construcionista Contextualizada e Significativa
• Palavras-chave em Inglês: Teacher Continuing Education; State Training Policy; Constructionist Contextualized and Meaningful Approach
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1351

This stricto sensu research belongs to the research line “Public Policies in Education, Educational Practices and Diversity” of the Graduate Program in Education at the University of Western São Paulo (Unoeste). The research starts from the hypothesis that the continuous professional training offered throughout the academic year in the Paraná State schools sometimes does not include a training that guides the pedagogical work of the teacher for the classroom and for the school. In view of the above, there is a need to understand the educational context, in order to provide continuing education that can help teachers to relate and apply knowledge to students' professional, personal and learning realities, valuing their interests, skills and skills. The research aims to identify the guiding principles for a training policy aligned with the Constructionist, Contextualized and Meaningful approach (CCS), based on the analysis of a continuing education course for teachers. The research was developed from a qualitative approach, in which the documents referring to the policy of continuing education of the State of Paraná and the pedagogical project of the course “Conexão Professor” were analyzed. The training courses are offered by the Paraná State Department of Education (SEED-PR) and are directed to teachers from the public schools of the Paraná State Education that are subject to the Paranavaí Regional Education Center. Thus, we sought principles on the training process, based on the CCS pedagogical approach to guide the policy of courses in the State of Paraná, given that the referred approach portrays the importance of building knowledge using technology, through their experience, within their context so that the concept learned is meaningful. The data collected were organized and analyzed in relation to the applicability of continuing education. The results were considered significant. We realize the importance of offering quality training aimed at its applicability in the classroom and within the perspective of the teacher, promoting training with an impact on the student's life, who will go beyond the school environment with meaningful learning.