Educa����o inclusiva e forma����o continuada: contribui����es 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

Atividade do professor na educa����o a dist��ncia: intera����es com o g��nero profissional docente

This research aimed to analyze the dynamics established between the activity of the teacher in Distance Education (DE) and professional gender of teaching, in terms of impact of DE in teacher s usual professional activity. Previous studies showed that one of the central discussions concerning DE refers to the role that the teacher is called to perform. The present research, based on theoretical and methodological assumptions issued from Clinic of Activity, analyzed the impact referred above. This central aim was operationally executed along three main stages: 1) survey study for description of socio-professional profile of teachers working in DE in two universities from Natal (RN-Brazil), 2) clinical analysis of professional activity of teachers working in DE, taking into account four simultaneous levels of psychological constitution and development of human activity: personal, interpersonal, transpersonal and impersonal; 3) analytical focus on transpersonal context in order to understand the influence of pedagogical practice in DE on professional gender of teaching. Documental research, audio recorded voice data and a multiple choice Likert scale questionnaire concerning socio-professional information were used as procedural tools. The qualitative-clinical procedural tool of instruction to the double , firstly proposed by Clinic of Activity research group, was used in order to obtain oral productions concerning professional activity. Data issued from stage 1 (n=70, 28 men and 41 women) was submitted to descriptive and inferential statistical analyzes. 65.7% of the sample worked in a public institution, 30% in a private institution, and 4.3% in public and private institutions. 31.4% of the sample of participants was formed by teachers having a master degree, 28.6% were doctors and 26.3% had degrees of specialists. 54.3% of participants acted as remote tutor, and 44.3% were regents teachers. After descriptive multidimensional cluster analysis, two groups emerged (remote tutors and regents teachers), the most important variables in terms of contributions to this distinction being: professional function, level of graduate formation, level of income, activities and forms of entry in DE. Clinical analysis of data produced by two participant-teachers of each group, issued from instruction to the double technique, was performed. This analysis indicated the existence of different models of distance education. A general concern referring to the need of both taking into account information technology and pedagogical attitudes was detected. On the other hand, participant-teachers considered that participation in DE activities could bring relevant contributions to general professional gender of teaching. . Finally, teachers warned against certain formats of organization of teachers professional activity, as found in the domain of DE, since these activities could promote the intensification and individualization of teachers` work activity, and even the worsening of relations, rather than exchanges and shares through collective bargaining. This process could compromise the renew of the professional gender, by losing its historical roots and diminishing activity possibilities of teachers in their labor context

Discurso das compet��ncias: solid��o, tecnicismo e semiforma����o do profissional docente

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

Colabora����o universidade-escola: contribui����es para o desenvolvimento profissional de professores de matem��tica

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

Desenvolvimento profissional de professoras de matem��tica em Aragua��na-Tocantins: cruzando caminhos, rompendo barreiras e fazendo hist��ria

O objetivo deste estudo foi investigar como se deu o desenvolvimento profissional de quatro professoras de matem��tica que lecionam na Rede P��blica Estadual em Aragua��na - Tocantins. Para compreender o processo de desenvolvimento profissional das professoras, adotou-se como m��todo a pesquisa qualitativa, com enfoque narrativo, com base em entrevistas semi-estruturadas. Alicer��ado em um conceito de desenvolvimento profissional tomado numa perspectiva cont��nua, idealizado num contexto mais amplo do trabalho docente, permeando crises, conflitos, ang��stias e desilus��es, o estudo evidencia, no contexto dos resultados obtidos, que as m��ltiplas experi��ncias vividas pelas quatro professoras constituem-se base principal de todo o seu desenvolvimento profissional. Por interm��dio deste estudo, foi poss��vel perceber que as professoras vivenciaram mudan��as em seu percurso profissional, e que essas, ao se transformarem, foram modificando sua concep����o e postura diante do conhecimento e da pr��tica pedag��gica. Tal mudan��a n��o se deu sem estudo, sem crises e conflitos, sem reflex��o, sem o eu e o outro, sem correr e assumir riscos.

Inova����es did��ticas e a concep����o de Natureza: a pesquisa colaborativa e desenvolvimento profissional do professor

Using qualitative and collaborative research, this article refl ects on the professional development of high school teachers in the context of activities of an interdisciplinary group of collaborative research that studies and promotes didactic innovations, focusing on the environmental context, and discusses the contribution of research with teachers in the generation of a scientifi c culture. The research project involves teachers of different curricular components (Physics, Chemistry, Biology, Mathematics, Geography and History) and researchers from universities in the areas of Education and Teaching of Earth Sciences. For data collection, three focal groups were formed with the group participants. Changes in the concept of Nature among the teachers and changes in teaching topics focused on the understanding of nature were identifi ed. The article concludes that the construction of didactic innovations helps teachers to make decisions about what, how and why to teach subjects that relate nature to society.

Ser professora iniciante na educa����o infantil: aprendizagens e desenvolvimento profissional em contexto de enfrentamentos e supera����es de dilemas

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

Desenvolvimento profissional de futuros professores: travessias que se entrecruzam em contextos formativos

This study aimed to understand how the educational context contributes to the professional development of future teachers on introduction to teaching practice. To this end, we seek to characterize what the learning and the difficulties experienced in training contexts by future teachers, as well as the intrinsic elements to the training contexts that enable professional development. The investigated contexts were the Institutional Program Initiation Grant to Teaching (Programa Institucional de Bolsa de Inicia����o �� Doc��ncia ��� PIBID), specifically the sub-projects of Chemistry and Physics of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte ��� UFRN) and Masters in Teaching of Physics and Chemistry of the University of Lisbon (MEFQ ). In both contexts, the future teachers are in contact with the school in a systematic way. The methodology used in our study is rooted in qualitative research with interpretative guidance and the design in the study of multiple cases with instrumental purpose. Participated in this study as the main subject, 40 future teachers PIBID of Physics, 24 PIBID future teachers of Chemistry and 5 future Master Teachers in Teaching Chemistry and Physics. As supporting subjects, participated in 3 PIBID Area Coordinators, the teacher of Introduction to Professional Practice of MEFQ, and 8 teachers who teach chemistry and / or physics in public schools. Multiple data collection tools were used: naturalistic observation, descriptive questionnaire, individual interviews, focus groups, reading of written records and official documents. In analyzing the data, we used the method of questioning and constant comparison. The results showed that the main learning of future teachers are related to the strategy employed in class, the change in the understanding of the role of teacher and student in the classroom, the construction of the professional profile and the development of collaborative practices. The main difficulties were related to the development of activities, the management of time and group, the dynamics of the classroom and the material conditions of work. The characteristics inherent in training contexts investigated for professional development are: the practice itself of the research, the collaboration, the focused reflection on practice, focus on student learning and the improving public schools. From the results, it is evidenced that the training contexts centered at school have the capability to resize the practice based on the analysis of actions, in a collaborative work as well as create opportunities for awareness of the concepts, the acting and the way to understand the profession. It is needed for effective mediation trainers, so that future teachers undertake their own practice and, therefore, they can build teaching strategies that promote learning which, in addition to increase the quality of education, favor the professional development throughout life.

A constru����o de um profissional docente sustentada numa pr��tica articulada, ajustada e diversificada

Relat��rio de est��gio apresentado �� Escola Superior de Educa����o de Paula Frassinetti para obten����o do grau de Mestre em Educa����o Pr��-Escolar e Ensino do 1�� Ciclo do Ensino B��sico.

O profissional docente na (re)constru����o de ambientes educativos

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Paula Frassinetti para obten����o do grau de Mestre em Educa����o Pr��-Escolar e Ensino do 1�� Ciclo do Ensino B��sico

O (e)portfolio no desenvolvimento profissional de professores: uma experi��ncia no contexto da Did��tica da Matem��tica na Educa����o Pr��-Escolar

O presente texto pretende ser um contributo na investiga����o educacional, em especial ao n��vel das estrat��gias de forma����o de professores, focalizando-se em processos reflexivos que decorrem da utiliza����o de (e)portfolios no contexto da forma����o de professores. Tendo em conta a experi��ncia de est��gio que acontece ao longo de um ano letivo no curso de Mestrado em Educa����o Pr��-Escolar, a metodologia formativa implementada no ��mbito da unidade curricular de Did��tica da Matem��tica na Educa����o Pr��-Escolar, durante o 1�� semestre do ano letivo de 2012/2013, privilegiou as situa����es reais do contexto educativo em que cada estudante desenvolveu a sua interven����o pedag��gica, que funcionaram como ponto de partida para os processos reflexivos de natureza pessoal, acad��mica e profissional. A an��lise aos (e)portfolios elaborados permite descrever as vantagens da utiliza����o desta estrat��gia de forma����o quer do ponto de vista do docente, quer na perspetiva dos futuros educadores de inf��ncia, salientando as in��meras e diversas possibilidades de desenvolvimento profissional (e pessoal), designadamente no que se refere �� constru����o do conhecimento did��tico no ��mbito da Educa����o Matem��tica. A n��o defini����o pr��via de uma estrutura r��gida subjacente ao (e)portfolio, viabilizou, como mostraremos, uma aprendizagem personalizada que est�� patente n��o s�� na variedade das evid��ncias inclu��das, de acordo com um exerc��cio reflexivo que as sustenta, como tamb��m nos distintos formatos que foram apresentados.

A forma����o inicial e desenvolvimento profissional de educadores/professores monodocentes: os desafios do isomorfismo pedag��gico

Neste texto trazemos a campo uma reflex��o sobre o modo como concebemos a doc��ncia e desenvolvemos o trabalho na forma����o inicial e cont��nua de educadores-professores na Universidade de ��vora. Fazemo-la a partir das nossas viv��ncias e pr��ticas, na forma����o inicial e cont��nua de educadores de inf��ncia (EI) e professores do 1�� Ciclo do Ensino B��sico (1�� CEB) ao longo dos ��ltimos quinze anos. Invocamos a nossa participa����o enquanto membros integrados numa equipa mais alargada de docentes, partilhando a adequa����o do que vamos fazendo face ao perfil de educador/professor para o qual pretendemos contribuir, n��o apenas porque ele est�� legislado, mas tamb��m porque nos pautamos pela mais recente investiga����o em educa����o infantil, perseguindo nesta etapa da constru����o da profissionalidade docente, aquelas que consideramos serem as mais prementes necessidades da sociedade no s��c. XXI. Focalizamos esta reflex��o no caso particular dos educadores de inf��ncia (professores da educa����o infantil dos 0 aos 6 anos) e dos professores do 1.�� ciclo do ensino b��sico (CEB) (1�� a 4�� s��rie do ensino fundamental dos 6 aos 10 anos), ou seja, monodocentes porque s��o professores que se encarregam das aprendizagens curriculares das crian��as contemplando v��rias ��reas do saber, cuja abordagem integradora �� da sua responsabilidade. Iniciamos com uma breve apresenta����o, daqueles que pensamos serem os desafios do mundo atual que se colocam aos professores e �� sua forma����o profissionalizante. Fundamentamos a nossa an��lise da forma����o inicial de educadores/professores na Teoria da Atividade (TA) de Leontiev (1978), mais tarde desenvolvida por Engestr��m (2001), entre outros, a partir das ideias de Vygostsky (1994). Partindo do pressuposto que a aprendizagem se d�� por um processo de participa����o em pr��ticas sociais que cont��m o conhecimento constru��do ao longo da hist��ria dos homens, recorremos ao conceito de isomorfismo pedag��gico (Niza, 2009) para (re)pensar os contextos e os processos em que os estudantes de forma����o de professores se apropriam e constroem o conhecimento profissional. Nesta partilha sobre a forma����o para a doc��ncia evidenciamos igualmente a import��ncia das interac����es que mantemos com o Movimento da Escola Moderna (MEM) portuguesa, um movimento de professores com um patrim��nio ��nico na constru����o do saber profissional: ���O Movimento da Escola Moderna tem procurado investir a experi��ncia dos professores, do ponto de vista te��rico e conceptual, contribuindo para o desenvolvimento cient��fico da profiss��o docente��� (N��voa, 1992, p. 25 ). Apontamos assim para as op����es estrat��gicas que temos vindo a desenvolver no sentido de procurar o isomorfismo pedag��gico, capaz de sustentar esta forma����o de educadores/professores, de os estimular para um papel novo no contexto actual e de, enquanto docentes neste percurso profissionalizante, nos desafiarmos a reflex��es permanentes em desejadas e constru����es de conhecimento tornadas poss��veis porque realizadas em conjunto com os nossos alunos, docentes cooperantes e parcerias institucionais.

Conhecimento dos alunos do 4�� ano da Licenciatura em Enfermagem sobre o Modelo de Desenvolvimento Profissional

Projecto de Gradua����o apresentado �� Universidade Fernando Pessoa para obten����o do grau de Licenciado em Enfermagem

Conhecimento e desenvolvimento profissional do professor. Analisando a pr��tica de Maria, uma professora do 1.�� Ciclo

Como qualquer profissional, cumpre-nos, no papel de formadores, o dever de procurar, a cada momento, uma melhoria da nossa atua����o e da forma����o que facultamos. Enquanto formador de professores, esta assun����o foi um dos motivos que conduziu �� elabora����o de uma investiga����o centrada no desenvolvimento profissional do professor focando, em particular, algumas das dimens��es que considero centrais no seu conhecimento profissional (cren��as, objetivos, conhecimentos ��� mathematical knowledge for teaching ��� e tipos de comunica����o matem��tica promovidos), tendo para isso sido desenvolvidos dois modelos de an��lise complementares (Modelo Cognitivo e de Representa����o do Desenvolvimento Profissional ��� MRDP). Neste texto, a partir da an��lise da pr��tica, analisam-se e discutem-se as ���evolu����es��� das rela����es entre as dimens��es em an��lise, recorrendo aos dois modelos. Inicio com algumas considera����es sobre cada uma das dimens��es em an��lise e, com recurso a um exemplo da pr��tica, ilustro a aplica����o do MRDP. A utiliza����o destes modelos permite obter uma mais ampla compreens��o da pr��tica, dos fatores que a influenciam e como a influenciam, revelando-se o MRDP um potente instrumento que permite uma mais clara representa����o visual das altera����es e persist��ncias que se verificam na pr��tica ao longo do tempo, sendo estas (in)altera����es encaradas em termos da reflexividade do professor sobre a sua pr��tica. Um outro aspeto relevante relacionase com as potencialidades do recurso a ambos os modelos para a/na forma����o de professores e o papel que podem assumir nela.

A constru����o do desenvolvimento profissional dos professores

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Ci��ncias da Educa����o, especialidade Supervis��o em Educa����o