810 resultados para Formação docente


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In recent years, in Brazil, researches in the area of education have been focused on the study of the necessities of formation, by the practice of necessity analysis, to subside the continued teacher formation programs. This research on the necessity of the formation of literacy teachers in the initial years of primary education originated in our discussions in academia, regarding the issues of retention and evasion related to basic literacy teaching in Brazilian public schools. We defined as a goal: to know the necessities of the formation of literacy teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the literacy teaching on that level of education and in Adult and Youth Education. The object is the necessities in these teachers formation. The thesis is that the literacy teacher reveals/constructs formation necessities when speaking of her practice, when exerting said practice or even when producing teaching materials which subside that practice; in other words, when making the theoretical/practical relation related to literacy teaching. The approach is qualitative, according to which the natural environment is the source for data collection; the focus of interest is the process of knowledge construction, and fundamental importance is given to the meanings constructed by the subjects. We comprehended that necessity is a socially constructed subjective phenomenon, and that necessity analysis allows the revelation of formation objectives. We used the case study as a methodological strategy which permits: studying a well-defined entity, [ ] as well as an academic institution; the global comprehension of the phenomenon of interest; discovering what is most essential and characteristic in the object. We counted with 17 teachers, 3 of which had their teaching practices observed. We observed the school routine, analyzed the main class documents and plans and interviewed the 17 teachers. We triangulated the data obtained by the routine observation, the observation of the three teachers practices and by the document analysis, next, we triangulated this data with the data from the analyzing the interviews with the 17 teachers. Such procedures reveal formation necessities in those teachers , such as: studying child cognitive development; reviewing the concepts of literacy teaching; reviewing fundaments of written language psychogenesis; reflecting on reading practices and literature; reflecting on the practice of daily planning; reflecting on the school s material conditions and the family/school relation. We concluded that researches of this nature contribute to the orientation of teacher formation programs

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Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice

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This work dealt with formative actions that were developed by Educational Practice in Movement (GEPEM) at Universidade Federal do Rio Grande do Norte (UFRN). This group aims to transform the way education is carried out. This is done either through intervention or in research considering that school has an explicit objective, to change action, and this presupposes an educator formation process. The methodology used is a reflection on educational practice, aiming to built knowledge that can be generalized to other realities. The analysis of the group s prior work was done considering what has been used as a parameter for decision making, the regularity in the process itself, all of which allowed the identification of their principles, once these were always mentioned in the documents that were analyzed. Some principles for formative actions of the GEPEM were identified: the subject as a social historical being is part of a given community; knowledge is built through social relations and local reality is a content generator; dialogically, collective construction and awareness process. The research also pointed out four characterized organizers, parameters and action criteria that make articulation with practice possible. Thus, these are used in order to analyze two initial formation proposals (secondary and higher education) of rural settlement educators

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L´objet d´étude de notre travail est l´espace politique des débats entre les formateurs indigènes (professeurs et lideres) à propos du projet de formation des enseigants, de la proposition et de la gestion d´un enseignement scolaire différentié. Dans ces débats, est rendu manifeste le processus de constitution des indiens comme sujets politiques, revendiquant des droits sociaux-culturels et historiques qui révèlent des dimensions importantes et presentes dans le mouvement indigène. Les consensus et les dissensions entre les formateurs et les lideres nous ont fait penser à la nécessité, en certaines occasions, de transcender la littéralité des discours, en relevant le non-dit et les intersubjectivités impliquées dans les procesus d´interaction entre les sujets/acteurs/auteurs. Dans ce sens, nous trouvons, dans la proposition méthodologique de l´entrevue compréhensive (KAUFMANN, 1996), et faisant appel à une lecture complémentaire des divers concepts socio-anthropologiques, une de notre principale orientation. Redonnant la voix aux sujets interwievés e partant de leur discours, nous cherchons à étudier les significations des actions de ces individus, en les considérants comme des sujets historiques. L´objectif principal de la recherche reside donc dans la comprehension des différents sens attribués à "l´être" professeur indigène et à l´école différentiée dans les discussions à propos des expériences de formation enseignante vécues dans le cours Tapeba, Pitaguary e Jenipapo-Kanindé, commencé en 2001 et conclu en 2005, dans l´état du Ceará

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This master dissertation presented to the Language Studies Post-Graduation Program of the Federal University of Rio Grande do Norte aims present an analysis about the initial teacher training, the knowledge about discursive genres and its usage in basic education professional classrooms. Therefore, it was analyzed, from teachers of fourth and fifth grades of elementary schools, if the initial training provides enough useful tools to be applied in Portuguese classes, i.e., if during the teacher training process concepts of discursive genres emerge, which of these concepts can be noticed and how this knowledge helps teachers in their classrooms. In order to achieve this aim, it was taken into account studies about the initial teacher training, about the knowledge diversity that is part of the teaching knowledge and also about discursive genres based on Bakhtin‟s conception, which is used in the Parâmetros Curriculares Nacionais (PCN). This research is qualitative of interpretative basis and has taken an opened questions questionnaire and classroom observations with audio recording data as corpus of analysis. As results of this investigation, it is possible to emphasize that the initial teacher training has left some gaps in discursive genres concepts and usage in Portuguese classes, that it is not only one kind of knowledge that compound the teacher knowledge and, because of this, working with disciplinarians knowledge, specially about discursive genres, is to emphasize one among many others.

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Neste artigo apresentamos a análise de interpretações de estudantes em trabalhos desenvolvidos em duas disciplinas de cursos de Licenciatura em Física, nas quais realizamos atividades bastante distintas, uma envolvendo a leitura e outra a observação pelos licenciandos. Buscamos compreender falas escritas pelos estudantes como parte dessas atividades, e procuramos evidenciar a diversidade de interpretações e a relevância desse trabalho para a formação inicial. O apoio teórico em que nos sustentamos foi a análise de discurso na vertente originada na França por Michel Pêcheux. A consideração da não transparência da linguagem, e as noções de condições de produção, memória discursiva e repetição, bem como alguns aportes sobre possíveis papéis da observação na construção científica, contribuíram para a compreensão de discursos escritos pelos estudantes. Mostramos a diversidade de interpretações dos licenciados: ao opinarem sobre a possibilidade ou não de se trabalhar a física moderna e contemporânea no ensino médio, depois de lerem um texto envolvendo esse tema, e ao redigirem um texto sobre a observação na pesquisa científica.

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O artigo tem por tema a formação dos professores que atuam nos anos iniciais da educação básica, considerando-a como um jogo que assume diferentes configurações em função das relações estabelecidas entre seus jogadores. Essas relações são analisadas por meio de um esquema de triangulação, aqui denominado como triângulo da formação docente. Cada um dos três vértices desse triângulo é ocupado por agentes que, a partir de seus capitais específicos, localizam-se em lugares desiguais no campo da formação docente: os professores e as instâncias que os representam; as universidades, fundações e institutos de pesquisa, com seus especialistas; e o poder público, representado por secretarias de educação e outros órgãos administrativos. Relações privilegiadas entre dois vértices do triângulo da formação docente apontam para diferentes modelos formativos. Explorando esse triângulo como um recurso de análise, o artigo focaliza as configurações assumidas pelo jogo da formação docente na versão brasileira do movimento ora em curso de universitarização do magistério. Atenção especial é conferida ao lugar que os professores atuantes nos anos iniciais da educação básica ocupam nesse jogo, às relações que eles estabelecem com os demais jogadores e, também, às possibilidades que têm de subverter e alterar o jogo em andamento.

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O presente estudo propõe analisar as projeções e expectativas dos ingressantes em um curso de formação docente, que visa superar a fragmentação disciplinar e criar maior aproximação com o mundo do trabalho. Trata-se de estudo qualitativo realizado a partir de entrevistas com 33 ingressantes do curso. Para a análise dos dados, pautou-se na técnica de análise de conteúdo, modalidade temática. Os resultados do estudo permitiram elencar as seguintes categorias temáticas: possibilidade de ensinar-aprender; necessidade de capacitação pedagógica e de constante busca de aprendizagem; possibilidade de mudança da realidade. Conclui-se que os ingressantes vislumbram a transformação da realidade social na qual estão inseridos, considerando a necessidade de aquisição de novas habilidades e competências profissionais, com intuito de exercer eficazmente o trabalho e ocupar um espaço competitivo no mercado.

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O trabalho focaliza a escola como lócus de formação. Analisa o contexto de uma escola de sucesso da rede municipal de Campo Grande, Estado do Mato Grosso do Sul, descrevendo-o em suas características. Entre estas, destaca a gestão e o clima escolar. Para tanto, entrevista professores e gestores sobre a organização da escola, o estilo de gestão, bem como sobre os seus efeitos no trabalho do professor e no desempenho dos alunos. O exame das entrevistas permitiu construir algumas categorias que definem o ethos da instituição: o porte pequeno, o trabalho em equipe, as relações democráticas e o compromisso com os alunos. A análise destaca o profissionalismo da gestão e da sua visão prospectiva sobre a tarefa educativa, estimulando os professores a enfrentarem os desafios e compartilhando com eles as formas de superar as dificuldades. O estudo aponta a importância da rede de relações que se estabelece no contexto da escola como forma de socialização da profissão, construção da identidade docente e espaço de formação de professores a partir da prática.

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O artigo focaliza o potencial formativo da parceria intergeracional na formação docente -inicial e continuada -, tendo por pressuposto a existência de uma cultura profissional específica do magistério (JULIA, 2001), o papel dos professores como produtores de saberes sobre o ensino (SHULMAN, 1986; TARDIF; LESSARD; LAHAYE, 1991), bem como a importância da escola como eixo para a formação docente (NÓVOA, 1999; AZANHA, 2000). São apresentados dados sobre um trabalho formativo que, desde 2006, vem sendo desenvolvido na cidade de Rio Claro, reunindo estudantes do curso de Pedagogia da UNESP e professores dos anos iniciais do ensino fundamental. de acordo com a proposta, futuros professores e professores em exercício atuam como parceiros, em uma relação de colaboração nas atividades docentes. Além da formação profissional dos sujeitos envolvidos, o investimento nessas parcerias tem em vista o desenvolvimento de uma dimensão mais colaborativa no seio da cultura do magistério.

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Pós-graduação em Educação para a Ciência - FC

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)