A política de formação continuada de professores do ensino médio no RN: limites e possibilidades

El trabajo titulado La Política de Formación Continua de Profesores de Enseñanza Media en RN: límites y posibilidades tiene como objetivo analizar la política de formación continua de profesores de Enseñanza Media implantada en Río Grande del Norte. Parte del supuesto de que las directrices de formación continuada se articulan conforme a los organismos internacionales que desde la década de 1990 extendieron por América Latina un modelo homogéneo de formación, que tiene como principales características la de constituir un servicio a través de la modalidad a distancia y teniendo a la escuela como principal locus. En Brasil, estas características se apoyan en la Ley de Directrices y Bases de Educación Nacional nº. 9.394/96. Este trabajo es parte de un estudio que se desarrolla desde 2004 por la base de investigación Políticas y Gestión de Educación llamada Factores que influyen en la productividad de la Escuela Media: un estudio en Río Grande del Norte. El estudio en cuestión se centra en la dimensión pedagógica de la referida investigación y analiza la política de formación continua del personal docente, y considera como dimensiones de análisis la formación continua promovida en el ámbito escolar, ofrecida por la SECD/RN en el marco de la autoformación. Para la realización del estudio se hizo una búsqueda bibliográfica y documental que permitió la comprensión del objeto de estudio. La investigación empírica se realizó mediante la aplicación de cuestionarios, con preguntas abiertas y cerradas, a los maestros de Enseñanza Media de RN, y a través de entrevistas, semi-estructuradas de naturaleza complementaria, a las coordinadoras estatales de programas dirigidos a la Enseñanza Media. El análisis de los datos obtenidos muestra que no hay en SECD/RN una programación específica para la formación continua de los docentes de ese nivel educativo. Los programas implantados son de carácter nacional, de índole focalizada y no prestan atención a la mayoría de los docentes. La formación continua desarrollada en el âmbito escolar es prácticamente inexistente, y se limita a reuniones y algunos seminarios, sin mucha repercusión en la práctica docente. En cuanto a la autoformación son pocos los profesores que tratan de mejorar su práctica pedagógica con cursos de capacitación. Por lo tanto, se percibe una laguna en la formación de esos profesores y la necesidad de implementar acciones generales de formación continua que favorezcan una mayor y mejor articulación entre la formación inicial y continua, entre la teoría y la práctica, desde una perspectiva transformadora, en el sentido de superar modelos tradicionales de formación que no han tenido repercusión en la práctica docente

Sobre a ação do docente: os sentidos dados ao planejamento e formação continuada por professores de uma escola pública municipal de Natal

Este trabajo tiene como objetivo comprender los sentidos dados a la relación entre el planeamiento y el proceso de formación continuada por profesores de una escuela pública municipal de la ciudad de Natal (RN). La conjetura guía es la percepción de que los profesores parecen no concebir el planeamiento escolar como espacio de formación colectiva y continuada. Así, esta conjetura es motivo de reflexión a medida que el planeamiento puede ser visto como un proceso cargado por tensiones y conflictos estructurales reprimidos en la escuela. Nuestro principio teórico metodológico es una interpretación de múltiples referencias que parte de conceptos en diferentes modelos de análisis en la comprensión de una realidad en que diferenciadas dimensiones están entremezcladas. Adoptamos como metodología de investigación la Entrevista Comprensiva, en que el objeto de la investigación se construye por medio de la elaboración teórica de las hipótesis surgidas en el campo de la investigación. El investigador busca dominar y personaliza los instrumentos y teoría a un proyecto concreto de investigación, cuya imagen más cercana es lo que se denomina de artesanía intelectual . En el proceso de construcción comprendemos la necesidad de entender el registro de un saber social incorporado por los individuos a su historicidad, a sus orientaciones y definiciones de su acción en relación al conjunto de la sociedad. En este sentido, los profesores entrevistados comentan su entendimiento revelando sentidos sobre cómo hacer efectivo un planeamiento que atienda las realidades del cotidiano de los alumnos. Observamos en nuestros análisis que parte del grupo de profesores tiene consciencia de hacer del planeamiento como base del trabajo docente no apenas dirigido al aspecto práctico elaboración y ejecución -, sino relacionado a un proceso de otros aspectos simultáneos como la reflexión acción-reflexión sobre la acción. De este modo, existe la posibilidad de mejorar el planeamiento transformándolo en más dinámico y participativo a través de los proyectos de trabajo como alternativa de enseñanza y de acercar la práctica pedagógica a la realidad de los alumnos, por ese motivo el planeamiento diario es de fundamental relevancia, ya que el espacio escolar es complejo y dinámico. Sin embargo, percibimos que existe incomprensión del planeamiento como espacio de formación continuada en la escuela en consecuencia de prácticas sin reflexión, y por eso, el proceso de planeamiento tiende a ser visto apenas como técnico y no un proceso político que apunta hacia la acción reflexiva. Por estas razones surgen tensiones externas e internas, unidas a las incertidumbres del trabajo docente en el cotidiano escolar, asociada a los sentimientos antagónicos que pueden ser elementos que dificultan y limitan el trabajo profesional de los docentes, llevándolos a la improvisación. Los profesores sugieren la construcción de la propuesta pedagógica dirigida a la formación continuada, coligada a la introducción de una práctica reflexiva que considere a la colectividad, siendo incluidas la autonomía, la flexibilidad y la abertura del planeamiento, y resaltan la actuación mediadora del coordinador pedagógico como de fundamental importancia para fortalecer el trabajo colectivo en la escuela y de enfatizar practicas reflexivas

Formação continuada de professores de ciências para o ensino de astronomia nos anos iniciais do ensino fundamental

Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching

Política de formação continuada de professores :cenários, diretrizes e práticas

Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program

Formação continuada de professores que ensinam matemática: o papel do ábaco na ressignificação da prática pedagógica

The present dissertation performs a study about abacus part on the continuous education of Elementary School s Mathematic teachers on what concerns the basic operations of addition and subtraction with (re)unification by using the manipulative and/or informatical abacus. Therefore, the research intends to answer the following question: How does a teacher reframe the pedagogical practice while teaching the Decimal Numeral System and the conventional operations of addition and subtraction with (re)unification through manipulative and informatical abacus? In order to do so, we rely ourselves on the Guy Brousseau s Theory of Didactic Situations (TDS) from 1996 that affirms the necessity to trace a way in accordance with the teaching situations that lead the student s learning; and on the work of Pierre Lévy (1993), in which the poles of communication oral, written and virtual create three ways of communication through which the learning process happens. The methodology of this paper was based on the Strategic Research-Action of Franco (2005). The didactic sequence was elaborated in accordance with TDS and used the manipulative and informatical abacus as didactic resource. With the application of the didactic sequence, it was verified that the continued formation of Elementary School s teachers concerning the operations of addition and subtraction on the initial years/levels is pertinent once it has been observed some difficulties of the teachers concerning this mathematical subject. Besides, the analysis of the didactic sequence has allowed one to realize that teachers had some difficulties concerning the numeric representation with order zero, the resolution of operations of addition and subtraction using the manipulative and informatical abacus and the realization of (re)unification on the subtraction with meaning. These observations has been discussed with the teachers and, after that, it has been done some didactic-methodological routings of the operations of addition and subtraction with re(unification) that contributes with the teaching and learning process.

Foucault e a arte do cuidado de si: uma nova possibilidade de Discussão para a formação continuada de professores de língua inglesa

This thesis proposes a new thinking on the English teacher and their continuing education, leaving the picture emerging of a new professional, who is producing and being produced. From this perspective, I present an analysis of self writing of thirteen student-teachers, teachers on how they position themselves to be discursively constituted as subjects in the context of continuing education. As part of Applied Linguistics, the theory and method that supports the analysis of data are articulate key elements of Foucault notions, namely:The care of the self, seeking their connection with one another and care of and the self writing. In the theoretical notions of these elements are implied notions of others, such as speech, ethics, technology of the self, subject and truth. (Foucault, 1984, 1995, 2004c, 2006), and questioning the ethics of the subject. I propose to examine selected excerpts from the self writings of student teachers with a specialization in Teaching and Learning the English Language, seeking linguistic processes in the material production of subjectivities.In order to analyze the process of subjectivation, I examine the discursive statements of selected cuts, aiming to learn more specifically, the points of identification and fragments of the uniqueness of the teachers, showing how they care for themselves and reflect upon them in building their subjectivity from the technologies of the self, to occupy the position of English Language teachers. The results show that, in the exercise of self writing, the subject falls, and a practice of asceticism, discursively construct her/his subjectivity

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

A prática interdisciplinar como estratégia de aprendizagem na formação continuada: uma experiência com professores da área das ciências da natureza

The school is a privileged locus of pedagogical reflection and, therefore, can and must be the best place for the process of continuing graduation for teachers. This process can be very productive if executed with an interdisciplinary group, once interdisciplinarity enables sharing different disciplines and also different personal stories. This study aimed to build a continuing graduation opportunity with an interdisciplinary group of teachers to Natural Sciences area, in a private school in the city of Natal - RN. This opportunity was build using as a tool the elaboration of interdisciplinary class called dialog-lesson. The methodology was in accordance with the principles of the qualitative approach of search-action, and the methodological way consisted of three stages that sought to meet the specific objectives: the definition of multidisciplinarity and interdisciplinarity, which had teachers in the Natural Sciences area; present a proposal that emerged from group discussions, identifying some elements of the limits and possibilities of the activity developed by the group of teachers from the Natural Sciences area. The results showed a studies lack on the subject by teachers and induced the reading and studing the Education legal documents (LDB, PCNEM and OCNEM). The planning of lessons led to the need for meetings that established the process of continuing graduation in exercising at the school. The interdisciplinary practice enable many gains, for example, the cohesion of the teachers, the perception need to constantly update and use of teaching units for planning. But it was also possible to observe limits, such as the difficulty of working with large classes and the danger of the content become superficial. The experience has shown that continuing graduation at school is possible and can be beneficial the use of interdisciplinary groups for this purpose, because it allows the exchange of experiences and pratice reflection of teaching in the itself exercise of this teaching

Representações sociais de formação continuada: com a palavra as professoras do ensino fundamental da rede pública de Natal RN

Metaphorically, research is presented as a journey by sea, having as object of study the social representations of Continuing Education for teachers of elementary school and as aim, to analyze them in comparison of participants from state and municipal systems, located in Natal-RN, Brazil .They have contributed to the achievement of this objective the voices of 158 teachers, the vast literature on training in professional development and the theoretical formulations proposed by Moscovici and colleagues, with relevance to the Central Nucleus Theory advocated by Abric. The corpus resulting from evocations about continuing education, as well as teachers' justifications were submitted to different computer methods/techniques, through the EVOC ALCESTE Programs, respectively, providing the opportunity to highlight a network of interconnections between the likely core and the production of discourse. Although the educational ideologies that underlie social perception of the state teachers are anchored in New School and technicist concepts and the teachers in the city tend to an ideology of social interaction, the choice of working with the symbolic field identified the political-social commitment of groups with the impacts of training on learning of their students

O lugar pedagógico da educação física na educação infantil: saberes (re)construídos na formação continuada do PAIDÉIA/UFRN

The present study aimed to investigate the overview of teachers in continuing education program who work in kindergarten, about the continuing education developed by the Paideia/UFRN through the Course of Specialization in Art Teaching and Physical Education in Childhood, having as key focus, the knowing / doing related to physical education in Childhood. From this general goal, it was elected some specific objectives as: to know the interests and expectations that motivated the teachers to participate of that referred training; the evaluation by teachers on regard of the continuing education proposed: boosters factors for possible changes in teaching activities regarding the practice of teaching physical education in kindergarten. The methodology took the principles and techniques of qualitative research strategy and the characteristics of descriptive and interpretive strategy. The locus of this research was the Course of Specialization in Art Education and Physical Education in childhood, having as the citizens of this research twenty three teachers taking that specialization course. For building and systematization of the data, we used the following tools and procedures: a questionnaire, a semi structured interview and documents analysis. The data was constructed based on the technique of content analysis, focusing the reflections and speech of the teachers about the creation of new meanings and senses for the knowing / doing in Physical Education. It was found, among other results, the need and quest for improvement of teacher education, in order to improve educational practice. It was also evident that the situations of dialogues (interactions with peers, with their professors and other professionals in the related area or not) were mentioned by most teachers in the course as a relevant moment of redefinition of knowledge. In relation to Physical Education, it was found that participation in the course of specialization provided the recognition of teaching practice of physical education as part of the curriculum and the importance of inclusion of its specificities in their educational planning. From these elaborations, we come to the conclusion that knowing the perspectives of the teachers about continuing education can contribute to the theoretical and methodological discussions in teachers education and the creation of new actions - projects and programs of continuing education constructing increasingly ways towards a successful teacher formation, able to provide new forms of acting in the educational context

Quadrinhos nas aulas de ciências: narrando uma história de formação continuada

Located at the intersection of Science Education, Teacher Training and use of didactic Comics (HQ), the text aims to discuss the problem which thus sets: - What is the contribution of the incorporation of comics in the continuing education of teachers Natural Sciences of the early years of elementary school? - May be the comics for enabling science teaching? - How to contribute to a reflexive training of teachers of the early years? - In order to answer these questions, there was a collaborative action research in a school located in the city of Natal / RN, with three teachers who teach natural science in the early years of elementary school. The study involved the conduct of 13 meetings of in-service, under the focus on reflective practice, with the purpose of discussing topics underlying the teaching of science and the use of comics as a methodological strategy. All meetings were recorded on audio and transcripts. The teachers finally recorded the meetings by writing a portfolio. The teachers made use of 10 sessions with reading comics in science classes, which were video recorded and later watched by the educators in autoscopy sessions followed by individual interviews. From the collected data, several aspects that have emerged can be grouped into three categories: The difficult concept of science, teachers' work and the obstacles and possibilities of comics as a teaching strategy. In this sense, are woven assessments taking as its founding, look for the reflective and dialogic practices exercised in the classroom. In the analysis of the data, we can see the conceptual difficulties, methodological and pistemological questions of teachers for teaching science, but also the limitations of comic books for teaching. Learning more relevant appointed by the teachers is related to the importance of collective work to mitigate the training needs of teaching. Finally, signals that the HQ has a great potential for use in science classes, provided that the teacher conduct a careful planning for this, but that the meetings of continuing education promote moments of reflection on teaching practices that are capable of giving rise to new attitudes before the difficulties they depict

Dificuldade de berço? Professores de matemática no ensino médio: práticas, formação continuada e juventude

The present paper is focused on pedagogical practices and continued lecturing formation of High School Mathematic teachers. Knowing the essential importance of the teacher at the educational process since he/she is the mediator on knowledge gathering by the scholars and continued formation meaning on that process, we hereby propose to investigate and compare what Math teachers think about their professional role, the kind of continued formation they receive and their development on teacher s knowledge and doing; to gather and compare what do Math teachers know about young people at public and private schools and their demands and as which find out if they link with the way as their students are taught. To develop our comparative research, we chose a qualitative focus and an investigation of ethnographic type. We took as the subject four Math teachers that work with high school 1st and 2nd grades in public and private schools, morning and afternoon shifts and license titles. The research results reveal differences in structural matter between the spaces, but the comparisons between teacher doings and knowledge reveal that the differences refer to the sort of formation and how often do the teachers search for it. Nevertheless, the reports pointed to continued lecturing formation offering and consistence problems and these reflect on their work and on its basis. The knowledge about youth and adolescence, such as theoric and methodological knowledge that lead their practices, are revealers of teachers difficulties in developing their activities according to the target public and nowadays educational demands

Ensino por investigação: contribuições de um curso de formação continuada para a prática de professores de ciências naturais e biologia

Normally initial teacher training has not been sufficient to provide all the tools for an updated and efficient teaching practice. It is presented here one of the ways of working the completion of the initial training through a course of continuing education. This course is based on inquiry teaching which is considered an important teaching strategy for science education. This kind of teaching enables improvement of students reasoning and cognitive skills, the cooperation among them, the understanding of the nature of scientific work, and the motivation to think about the relationship between science, technology, society and environment. For this dissertation a course of continuing education based on this approach was followed in order to evaluate which contributions it can bring to the teaching practice. The course was followed based on three stages: on the first there was a questionnaire and an informal interview; next it happened through participant observation with audio and visual aid; the third stage happened through semi structured interview. The collected information was analyzed based on Content Analysis. An inquiry teaching pedagogical material was produced for the course including some examples and applications of this approach. The aim of the material is that it can be a support for the teachers after de course. The results allowed seeing that the course was very useful, different from the traditional and the teachers that put the approach to use found it to be very positive. Thus it can be said that some of the teachers who participated will try again to apply it, try to contextualize more the teaching situations with the students day to day life, as well make them more active and critic. We can also gather from the study, that the inquiry teaching is a very different tool from what the teacher was taught and is accustomed to use and the theoretical comprehension, acceptance and practice change is a complicated process and demands time

Um estudo sobre o estágio supervisionado na formação inicial de professores de matemática na Bahia

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education