Implicações de um programa de formação continuada na formação e atuação de professores de educação física atuantes no ciclo I

This work focused on research a course of continuing education for teachers of Physical Education, offered in a city of São Paulo in 2013. Adopting as a benchmark analysis of models of continuing education in teaching, investigative question that guided this study was: what are the implications of this formative process in the formation and performance of the participating teachers?. With this guiding question, four were the objectives we seek to respond to this analysis: first identify the profile of teachers as well as the participation and involvement of the same course developed; 2 map and analyze the manifestations of teachers throughout the course; 3 reflect on the role of teachers in relation to approaches and/or distances with the common physical education curriculum proposed by the municipality; 4 identify and analyze the reflections on the course conducted. The methodological approach was qualitative and eighteen participants were teachers of a school system in a city of São Paulo, active in cycle I (1 to 5 years) of primary school. Data collection was carried out in two phases, with the participants in the first stage seventeen teachers and three teachers in the second stage that in addition to acting in the cycle I also actively participated in the course. Data were obtained in phase one using a diagnostic interview recorded on voice recorder and transcripts of observations and recorded in video and voice recorder from sixteen meetings of the continuing education course conducted in 2013 and phase two included the observation of classes teachers in the 2nd half of 2013, ending with a final interview. Demonstrations of physical education teachers in the course, as well as the situations observed and interviews indicated that on the profile of teachers are in the age range 30-58 years to serve at least five years in schools and most (10) does not work elsewhere. Another observation is that most of the participating teachers when thes...

Perfil e avaliação dos participantes de um curso de formação continuada em práticas educacionais inclusivas na modalidade a distância

This article analyses aspects related to a continuing education course about Inclusive and Special Education in the area of Mental Disabilities offered to 20 (twenty) groups of teachers by the Ministry of Education. The Distance Course was offered in different regions of Brazil with a 180 (a hundred and eighty) hours workload. The research included the profi le of the participants, an evaluation of the course by the participants and the analysis of the dropout causes. The aspects of the course under evaluation received a positive evaluation by most of the participants. The most frequent reason for the dropout rates include participants’ limitations in terms of meeting deadlines, personal reasons and diffi culties in using computers. It was concluded that Distance Education seems to be a relevant tool for the acquisition of knowledge about inclusive practice.

Formação continuada de educadoras infantis

Este artigo pretende realizar uma reflexão sobre o papel da extensão universitária na Universidade e relatar um projeto de extensão desenvolvido junto a educadoras infantis, com o objetivo de formação continuada. Para tanto, defendemos que a extensão universitária deve buscar o resgate da dimensão social e de universalidade buscando maneiras de educar e formar profissionais que intervenham na sociedade de forma autônoma e reflexiva, por meio de um currículo dinâmico e flexível. Nas considerações finais, a reflexão é sobre a importância da formação continuada de educadores para que se garanta a luta na busca pela melhoria da Educação brasileira e o exercício da função social da Universidade.

Professores-formadores em grupos de formação continuada: possibilidades e limites da profissionalização do magistério

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Formação continuada: dialogando com os professores que atuam no ensino infantil e fundamental (Ciclo I) da rede municipal de Bauru/SP

Currently, we can observe a significant increase in the disappointment of the world population about education, which raised doubts about the current school system and resulted in a forced increase of interest in an education reconstruction. The investigation process of this research based itself in the qualitative exploratory approach, since it allows the interpretation of the reality of the investigated environment, and it is concern about the process and not the quantification of data. Five professionals who work for the prefecture in the city of Bauru participated in this study and they graduated in the third module of the continuing education of the department of physical education from UNESP/Bauru, which occur in the second semester of 2010. The purpose of the present study was to identify the reasons why teachers who work for the prefecture in the city of Bauru look for the continuing education in physical education and explore their expectations and perception about the course. Considering the analysis presented in this study, we can observe that the search for continuing education based itself in issues such as: the confusion that exists between theory and practice, where the teachers exemplifies that, after their initial education, theory was not consistent with the real needs of their pedagogical practice; the entry of students younger and younger in the infant and fundamental education; the search for contents that answer the needs of psychomotor development of children between 2 and 5 years old and, at the same time, contents for the inclusion of children with special needs; as well as political pedagogical issues. Even though the reasons presented in this research for the teachers to justify the search for the continuing education in physical education were of distinct natures, at the end we observed that the teachers had their expectations fulfilled, demonstrating that the course of continuing education can be a space of dialog...

A educação a distância e a formação continuada de professores de matemática: contribuições de um contexto formativo para a base de conhecimento docente

Pós-graduação em Educação - FCT

As tecnologias da informação e comunicação na formação continuada de professores: uma proposta para o uso do laboratório de informática

Pós-graduação em Docência para a Educação Básica - FC

As atividades práticas como situações deflagradoras de discussões sobre fatos e modelos na formação continuada de professores de ciências

Pós-graduação em Educação para a Ciência - FC

Surdez: um estudo da formação continuada oferecida aos professores em uma diretoria de ensino no interior do estado de São Paulo

Pós-graduação em Educação Escolar - FCLAR

Educação a distância aplicada à formação continuada: análise dos procedimentos de avaliação de cursos

Pós-graduação em Educação Escolar - FCLAR

Práticas de formação continuada da EJA pelo olhar investigativo da formadora

Pós-graduação em Educação - IBRC

Formação continuada de professores na perspectiva crítica: contribuições à prática docente

Teachers’ formation presents itself, nowadays, as one of the challenges to Education. Th is article looks forward to analyze the teachers’ continuing formation, taking as basis the refl exive critical perspective with a view to autonomy and emancipation of the teachers’ practice. Th e comprehension of the education that aims the critical citizen formation and the emphasis on the constant teachers’ qualifi cation, having the school as privileged locus for formation and critical refl ection as a principle, are themes to be approached in this paper.