Formação continuada de professores das escolas rurais: cursos de especialização a distância e contrapontos com a educação do campo

• Ano de defesa: 2015
• Autor(a) principal: Faria, Adriano Antonio
• Orientador(a): Souza, Maria Antônia de
• Banca de defesa: Silva, Márcia Barbosa da, Cortelazzo, Iolanda Bueno de Camargo, Pereira, Maria de Fátima Rodrigues, Fontana, Maria Iolanda, Romanowski, Joana Paulin
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tuiuti do Parana
• Programa de Pós-Graduação: Doutorado em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Educação; Formação continuada; Educação a distância; Educação do campo
• Palavras-chave em Inglês: Education; Continuing education; Distance learning; Countryside education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: Teachers continuing education has been in the agenda of both government and civil society organizations, in particular in the last twenty years. This research deals with teachers continuing education, in particular distance learning post-graduation lato sensu courses, highlighting educational policies related to continuing education and the distance learning policies in Brazil. The study presents a segment that has been understudied in Brazil: the set of teachers that work in rural schools in the municipalities of the metropolitan region of Curitiba. Questions to which contributions, advances, limitations, shortcomings and setbacks in continuing education in distance education mode has presented to the teachers of these schools. The thesis discusses the contributions, advances, limitations, gaps and setbacks that continuing education in the distance learning modality presents to teachers in these schools. In addition to this, the study analyses continuing education, specialization, that rural teachers have access to in the distance learning modality; characterizes public policies for distance learning teachers continuing education; analyses the contributions distance learning provides for rural teachers continuing education; and identifies teachers′ motivations for engaging in distance learning continuing education. This exploratory qualitative research included interviews from the 20th May to the 5th October 2015 with 217 teachers who work in rural schools. The data analysis indicates that continuing education for teachers who work in rural schools presents a number of setbacks for this population, which since the 1980s, presents specific characteristics in terms of their fight for remaining in the field, their identity formation, their militants and their movement as an educational principle. Confirm progress in the disposal of the student in to dedicate itself to comply with the rules of the institution and distance education course; help determine that virtual communication, in many cases it is difficult or inefficient, clearly showing the limits that state contain assumptions; concretely show the gap in continuing education in distance education mode of education for teachers of schools located in the country where such training does not include courses and goals for the field, in their specificities. Confirms the contributions of distance learning continuing education in terms of search and achievement of both professional and personal development as aims accomplished in teachers professionalization. However, research shows that design education field still does not constitute grounds of sensu post-graduation courses. Denounces the absence or insufficiency of government in the provision of continuing education to teachers of the field.
• Link de acesso: http://tede.utp.br:8080/jspui/handle/tede/1601

Teachers continuing education has been in the agenda of both government and civil society organizations, in particular in the last twenty years. This research deals with teachers continuing education, in particular distance learning post-graduation lato sensu courses, highlighting educational policies related to continuing education and the distance learning policies in Brazil. The study presents a segment that has been understudied in Brazil: the set of teachers that work in rural schools in the municipalities of the metropolitan region of Curitiba. Questions to which contributions, advances, limitations, shortcomings and setbacks in continuing education in distance education mode has presented to the teachers of these schools. The thesis discusses the contributions, advances, limitations, gaps and setbacks that continuing education in the distance learning modality presents to teachers in these schools. In addition to this, the study analyses continuing education, specialization, that rural teachers have access to in the distance learning modality; characterizes public policies for distance learning teachers continuing education; analyses the contributions distance learning provides for rural teachers continuing education; and identifies teachers′ motivations for engaging in distance learning continuing education. This exploratory qualitative research included interviews from the 20th May to the 5th October 2015 with 217 teachers who work in rural schools. The data analysis indicates that continuing education for teachers who work in rural schools presents a number of setbacks for this population, which since the 1980s, presents specific characteristics in terms of their fight for remaining in the field, their identity formation, their militants and their movement as an educational principle. Confirm progress in the disposal of the student in to dedicate itself to comply with the rules of the institution and distance education course; help determine that virtual communication, in many cases it is difficult or inefficient, clearly showing the limits that state contain assumptions; concretely show the gap in continuing education in distance education mode of education for teachers of schools located in the country where such training does not include courses and goals for the field, in their specificities. Confirms the contributions of distance learning continuing education in terms of search and achievement of both professional and personal development as aims accomplished in teachers professionalization. However, research shows that design education field still does not constitute grounds of sensu post-graduation courses. Denounces the absence or insufficiency of government in the provision of continuing education to teachers of the field.