O programa foral e a formação profissional na administra����o local, em Portugal. 'El programa foral y la formaci��n profesional en la administraci��n local en Portugal'.

Resumen tomado de la publicaci��n

Formação continuada: seus impactos na pr��tica docente: um olhar sobre o programa pr��-letramento

RESUMO: A preocupa����o central desta pesquisa foi compreendermos qual o impacto da formação continuada Pr��-Letramento na pr��tica pedag��gica do professor a partir das necessidades e desafios do cotidiano escolar. Buscamos conhecer o conceito que os sujeitos da pesquisa t��m sobre formação continuada, abordando a mesma como elemento da pr��tica docente, comparamos o cotidiano de sala de aula de professores que passaram pela formação Pr��-Letramento com os que n��o tiveram acesso a essa formação. Com respeito �� formação continuada a percebemos como um processo din��mico, reflexivo, que combina uma variedade de possibilidades e modalidades de aprendizagens, em que o professor vai adequando a sua formação ��s exig��ncias sociais, culturais, educacionais. A formação continuada se d��, por meio da reflex��o sobre a pr��pria pr��tica profissional no processo de a����o-reflex��o-a����o, adquirindo significado na medida em que desenvolve e promove os diversos saberes docentes. A pesquisa foi conduzida com 90 professores do Ensino Fundamental ��� Anos Iniciais -, com oito coordenadoras que acompanham pedagogicamente os professores sujeitos dessa pesquisa e a observa����o em sala de aula. Procedeu-se �� aplica����o de um question��rio validado e adaptado aos professores e uma entrevista aos coordenadores. A an��lise dos dados quantitativos foi realizada por meio do programa SPSS; enquanto a an��lise dos dados qualitativos foi orientada pela an��lise de discurso. A pesquisa aponta para algumas conclus��es no que se refere a import��ncia da Formação Continuada Pr��-Letramento, tendo em vista a mesma possibilitar mudan��as na pr��tica pedag��gica e colaborara para formação de um professor reflexivo, ao mesmo tempo que abre espa��o para novos questionamentos e novos estudos.ABSTRACT: The central concern of this research was to understand the impact of the continuing education pro-literacy teaching practice from the teacher���s needs and challenges of every day school life. We tried to know the concept that the subjects have on continuing education, addressing it as part of teaching practice, we compared the daily classroom teachers who have gone through training with Pro-Literacy did not access to such training. With respect to continuing education perceive it as a dynamic, reflective, which combines a variety of possibilities and modalities oF learning, the teacher will tailoring the training requirements to social, cultural, educational. The continuing education takes place, through reflection on own practice in the process of action-reflection-action, acquiring significance in that it develops and promotes the various teacher���s knowledge. The research was conducted with 90 elementary school teacher���s ��� Early Years ��� with eight coordinators accompanying teacher���s pedagogically subject of research and observation in the classroom. Proceeded to the application of a validated questionnaire and adapted to an interview with the teachers and coordinators. The quantitative data analysis was performed using SPSS, while the analysis of qualitative data was guided by discourse analysis. The research points to some conclusions regarding the importance of Continuing Education Pro- Literacy in order to enable the same changes in teaching practice and collaborated to form a reflective teacher at the same time it makes room for new questions and new studies.

Formação continuada de professores dos anos iniciais do ensino fundamental I : uma experiencia com o programa escola que vale

In��meras pesquisas est��o sendo desenvolvidas sobre a import��ncia da formação continuada dos professores para a pr��tica educativa, a fim de melhorar o entendimento sobre as vari��veis necess��rias para assegurar que os alunos possam obter o aprendizado almejado. Afirma-se ainda que a maioria desses estudos considere que o professor reflexivo possui melhores oportunidades de crescimento profissional e pedag��gico, disponibilizando aos seus alunos melhores estrat��gias did��ticas. Para tanto, o objetivo deste estudo �� Analisar se a formação continuada de professores, aplicada pelo ���Programa Escola que Vale���, tem contribu��do para as mudan��as das pr��ticas docentes dos professores dos anos iniciais do ensino fundamental I, e como a formação continuada, desenvolvida por este Programa, tem contribu��do para as mudan��as das pr��ticas docente dos professores dos anos iniciais. Assim, a metodologia deste estudo foi realizada atrav��s de uma pesquisa explorat��ria de car��ter bibliogr��fica e uma pesquisa de campo com docentes, supervisores e orientadores do munic��pio de Ouril��ndia do Norte. Os resultados desta an��lise nos mostraram que a formação continuada de professores do Programa Escola que Vale, contribuiu muito propiciando melhorias ao desenvolvimento da a����o pedag��gica, que o profissional torna-se motivado para continuar aprendendo e melhorando sua a����o docente, sobretudo utilizando de meios que possibilitam envolvimentos de toda comunidade educativa em prol de uma educa����o de qualidade.

O R��dio na formação musical : um estudo sobre as id��ias e fun����es pedag��gico-musicais do programa Clube do Guri(1950-1966)

Este estudo investigou a contribui����o do programa de r��dio Clube do Guri na formação musical de crian��as e jovens que dele participavam, buscando compreender qual era a import��ncia do programa para essas pessoas, como se dava a participa����o musical de jovens e crian��as no programa, qual era o formato, o conte��do e a concep����o do programa, quais suas fun����es pedag��gico-musicais, bem como a rela����o do programa com a escola. Para a realiza����o desta pesquisa foi utilizado a metodologia da Hist��ria Oral, entrevistando dois integrantes da equipe do Clube do Guri e cinco participantes que atuaram no programa. O Clube do Guri, foi veiculado na r��dio Farroupilha, em Porto Alegre, entre 1950 e 1966, sendo um dos maiores sucessos do r��dio ga��cho. Os participantes do programa eram crian��as e jovens entre cinco e quinze anos de idade, que se apresentavam cantando, declamando, dan��ando, fazendo locu����o ou tocando um instrumento. Tomando-se como refer��ncia as teorias sobre aprendizagem atrav��s dos meios de comunica����o (Schmidt, 2001; Steinberg, 1997; Fischer, 1997, 2001; Braga e Calazans, 2001; Nanni, 2000; Souza, 2000; e Thompson, 1998), o estudo evidenciou que o programa Clube do Guri teve um papel preponderante na formação musical de crian��as e jovens que dele participaram, propiciando a profissionaliza����o de muitos integrantes.

O programa de integra����o e formação como meio de inclus��o social e inova����o pedag��gica: um olhar etnogr��fico

Esta investiga����o inserida no mestrado em Ci��ncias da Educa����o- Inova����o Pedag��gica tem como objetivo conhecer a cultura escolar, designadamente, as pr��ticas pedag��gicas no ��mbito do programa, Plano Integrado de Educa����o e Formação (PIEF), num estabelecimento de ensino do Funchal. A procura de uma eventual mudan��a de paradigma, assim como, de inova����o pedag��gica, poder�� comprovar e refor��ar a necessidade de alterar os trilhos que levam a Escola atual a afastar-se do lugar-comum. Nesta perspetiva, o rumo a seguir passar�� pela Mudan��a, podendo o foco da mesma estar numa pequena comunidade (cultura) ou num programa, cujo estudo particular permitir�� conhecer como atuam os seus agentes de aprendizagem. O desafio central da investiga����o emana da seguinte quest��o: Ser�� o PIEF um meio de inclus��o e, em simult��neo, de inova����o pedag��gica? Com vista a evidenciar a pertin��ncia desta quest��o, foram desenvolvidos conceitos temas e abordadas teorias de aprendizagem contempor��neas que ao se concretizarem como suporte te��rico de fundamenta����o, contextualizam o estudo e constituem a base de orienta����o para o trabalho de investiga����o no campo. A metodologia de investiga����o privilegiada apresenta um car��cter etnogr��fico, uma vez que particulariza o conhecimento dos fen��menos sociais, a microan��lise e a vis��o hol��stica sobre a comunidade local. A defini����o do seu foco associado a um programa e a sua delimita����o no tempo e no espa��o classifica-o de estudo de caso etnogr��fico. O objetivo final ser�� compreender e analisar a cultura da Escola Vila Mar atrav��s da observa����o participante e das narrativas dos seus intervenientes, de modo a aferir da veracidade ou logro da quest��o basilar. A necessidade de implementa����o do programa PIEF nesta escola foi a resposta encontrada face �� inadequa����o do curr��culo nacional, no entanto, n��o se verificou no seu estudo o ��mpeto suficiente para criar a metamorfose necess��ria.

A formação do professor alfabetizador em cursos de Pedagogia: contribui����es e lacunas te��rico-pr��ticas

To the we assume the disciplines of the area of Literacy of the course of Pedagogy, our intention has been the one of working the literacy, the reading and the writing as alive processes, as social practices inserted in the history, continuators of the subjectivity, done in the culture and producing of culture. The importance of the course of Pedagogy in the teachers' formation is unquestionable; however our goal is to highlight, in this work, the paper of that course in the formation of the teacher alphabetized, while mediator of the literacy process with an inclusive vision. In that to walk, it appeared us the following subject: which the contributions and the gaps theoretical-practices - of degree courses in Pedagogy - experienced for the exits of that course, in the specific pedagogic work of alphabetizing children, young adult and/or our study aims at to investigate, under the perspective of teachers alphabetizer licensed in courses of Pedagogy, the contributions and the theoretical-practical gaps of those courses, in the formation of the educator alphabetizer. In this sense, our work if it bases on the presuppositions of the qualitative investigation that leaves of the foundation that there is a dynamic relationship among the real and subjective world, an alive interdependence between subject and object, an entail indissoluble between the objective world and the subjective (CHIZZOTTI, 1998, p.79). The research is characterized as a descriptive and interpretative study and for the collection of data; the questionnaire, the semi-structured interview and the documental analysis were used. We took the following providences for the choice of Locus and of the subject of the research: it visits to the schools; compatibility of the criteria previously defined for choice of Locus and of the Subjects. For the choice of those schools, we defined the following criteria: that, in your individuality / totality, they were located in integral neighborhoods of, at least three of the four administrative areas of the city of Natal; that, in your individuality / totality, they contemplated the public spheres and private of attendance; that, in the year of accomplishment of the research - 2004 - they were offering infantile education and/or fundamental teaching; this last one gone back to the children of the initial years and/or for the youth and adult of the first levels of the modality of EJA; and that made possible the researcher's access. Front to the particularities of our study object and considering the criteria of choice of the locus, four public schools and three private schools were selected. Like this being, in those schools, we would look for the subject of our work that they would owe: 1) to be working, in 2004, with children's literacy, youths or adults: they as teacher (the), it as coordinator (the) that guides teachers alphabetizer, in public schools or peculiar of the city of the Natal-RN; 2) to be exit (the) of the degree course in Pedagogy, supplied by institutions of superior level (public or matters) of the city of the Natal-RN; 3) to have concluded your course of Pedagogy in the period of 1990-2004; 4) to have, at least, 01(one) year of experience in literacy rooms (TARDIF, 2002). The subjects interviewees concluded your courses of Pedagogy, in the period from 1990 to 2004, in institutions different from the city of Natal/RN, being five to the whole: two public IES and three deprived IES. Of the analysis of the data, the theme emerged, ' teacher's Alphabetizer Educational Formation in Courses of Pedagogy', with the following categories: contributions of the courses of Pedagogy; More important disciplines in the educational formation; Areas / Aspects lacunars of the courses of Pedagogy. The pedagogic practice of the teacher alphabetizer demands a formation from him found in you know educational, requested in the children's literacy, youths and adults. In that work, we defended the thesis that the course of Pedagogy is the locus, par excellence, for that formation, in spite of possible structural limitations and curricular of the referred course. In spite of the countless contributions of the pedagogy course for the formation of the teacher alphabetizer, our data appear for the need of a revision of the proposals curricular of that course, getting the attention for the importance of a proposal formation curricular more gone back to the literacy process / literate and for the social inclusion. We thought that, although insufficient, the teacher's formation in that perspective is a fundamental condition for a practice pedagogic alphabetizer to be promoted, in fact, inclusive and promoter of the school success

Pol��tica de formação de professores: uma leitura a partir da an��lise do programa especial de formação de professores para a educa����o b��sica PROEB/UFMA

Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educa����o B��sica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranh��o - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vit��ria do Mearim in Maranh��o. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vit��ria do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education

Alfabetizar letrando: investiga����o-a����o fundada nas necessidades de formação docente

The accomplished researches in the education field focus on the importance of the accomplishment of actions involved in the analysis of the needs to graduate teachers as a way to adequate to socialcultural changing that require more and more a creative activity to prepare teachers in their graduation perspective. The worry with a fail at school linked to public school students lead us to make this thesis which goals are: investigate the needs of the graduation of teachers at public Elementary Schools concerning to the subjacent knowledge to the development of a pedagogic practice of alphabetizing with literacy and (re)create, with some teachers as active participants in the researches, knowledge regarding the process of alphabetization with literacy , based on the graduation of teachers. The study was accomplished in a municipal Elementary School in the Cear��-Mirim city, located in the state of Rio Grande do Norte, which offers both I and II levels of the Elementary School, 7 teachers and the principal of the school were subjects of our researches. The starting point was the needs of the graduation as subject phenomena, socially created and that allow people to be aware of the goals of a graduation. The investigative broach is qualitative, whose fundamental purpose is the understanding of the meanings, symbols, values and intentions of the mankind actions, as regards to other humanbeing and the contexts in which they interact. Within this context, we chose the investigation-action for we consider this kind of research a place for investigation and professional graduation, in which teachers and the researcher herself assume responsibility of problematizing, build the needs of graduation and think about their practices. As proceedings to create and analyze data, we developed participant observations during the activities in classroom; semi-structured interviews (individual and in groups) with teachers and the principal; analysis of documents and meetings at school for reflexive studies that enabled us to gather data in a pyramidal panoramic view and analyze the contents. The research revealed that the analysis of necessities to graduate teachers is a resource able to contribute to the planning of projects of keeping on graduating more properly, and thus create a critical and reflexive identity for teachers. This way, it was possible the graduation necessities could be revealed and also the knowledge of teachers as regards to alphabetization inserted in a perspective of literacy. Nowadays, conceptualized needs upon difficulties of teachers, there is a tendency to translate them into theorization of problems, without application to these knowledge of teachers, as well as their wishes for changing, especially when those needs are built to analyze and consider concrete practices. Therefore, the graduation experiences have enabled the abandon of a mechanical broach for teaching reading and writing. It has also lead teachers to assume a posture of providing their students the understanding about the reading and writing processes and their functions as social instruments. The graduation theme contents allowed the knowledge to conceive reading and writing in new perspectives, according to their social functions, so that they can improve the education with literacy quality. This theoretical construction has enabled us to understand and consider the necessities of the graduation as progressive process, and has given us the possibility of re-think our own learning processes at the university and review the pedagogical practices of public school teachers. Our conclusion is that once teachers consider their own graduation needs, it contributes to change their concepts and practices in education and literacy, even though there used to be many difficulties in their graduation and organization of the pedagogical work

Contribui����es do Programa Institucional de Bolsas de Inicia����o Cient��fica (PIBIC) para a formação do aluno de psicologia

The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has investigated the undergraduate education process of Psychology students with PIBIC (Portuguese acronym for Undergraduate Scientific Research Scholarships Institutional Program) scholarships from CNPq (Portuguese acronym Brazilian National Council of Scientific and Technological Development). The scholarship program has been a strategic tool for the undergraduate scientific research. Electronic questionnaires have been sent to all the PIBIC scholarship students of Psychology in Brazil (622; 104 have answered), containing questions about the program developed activities, tutoring and advising, PIBIC evaluation and other ones. The students scientific and academic production has also been investigated through their Lattes (CNPq s Platform in which researchers have their academic r��sum��s). The major part of the participants (70%) has stated that the first motivation to be in the program had been their interest in the research or in the academic career. Furthermore, 60% of the scholarship students has worked as volunteers before receiving PIBIC scholarship. Among the students who have answered the research, 65,4% has reported they are tutored directly by their advisors, and 80% of them attends one or more than one advising meeting every fifteen days. It has been identified that the Psychology scholarship students do not participate in all the research activities and that the proximity with the advisor is related to the accomplishment of tasks which contributes with the student critical and reflexive education. Finally, less than 25% of the students has published scientific articles or book chapters during the scholarship, what XI demonstrates a possible exclusion of them in that phase of the process. In general, the scholarship students evaluate the program positively by revealing that it contributes with their professional and academic education. For those reasons, it is observed PIBIC s potential role for the undergraduate education in order to develop more critical psychologists able to propose innovations and contextualized practices. However, the results obtained in programs like the studied one denounce the disqualification of the provided undergraduate education for the major part of the university students, who do not have a PIBIC scholarship. As a result, it is emphasized that it there should be more investment for improving the quality of the undergraduate education itself and not only for programs which are available for few students

Programa Ensino M��dio em Rede: formação continuada para o desenvolvimento da leitura e escrita dos professores

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Programa de educa����o continuada ��� Inform��tica Educacional na Diretoria de Ensino, regi��o de Presidente Prudente: concep����o do modelo de formação

P��s-gradua����o em Educa����o - FCT

O programa Literatura em Minha Casa enquanto pol��tica p��blica: avaliando a formação de fam��lias leitoras

P��s-gradua����o em Educa����o - FCT

Formação, conhecimento e identidade acad��mica: o programa de P��s-Gradua����o em Ci��ncias da Motricidade na UNESP/RC

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

A utiliza����o de tecnologia na formação de professores: o programa de educa����o continuada PEC-Formação universit��ria do campus da Unesp em Mar��lia/SP - um estudo de caso

P��s-gradua����o em Educa����o - FFC