Os estilos de supervis��o pedag��gica dos professores cooperantes: que impacto na formação inicial dos educadores de inf��ncia? Estudo de caso

Este estudo visa conhecer os estilos de supervis��o pedag��gica adotados pelos educadores cooperantes durante o processo de acompanhamento e orienta����o da pr��tica pedag��gica dos estagi��rios, procurando compreender o seu impacto no contexto da formação inicial dos futuros educadores. As reflex��es acerca da supervis��o pedag��gica na formação inicial de educadores, levam a crer que a atua����o e interven����o por parte dos educadores cooperantes, motivadas por diversos fatores inerentes ��s suas viv��ncias e experi��ncias, possam influenciar (positiva ou negativamente) o desempenho e as op����es dos formandos. Para cumprir este objetivo ser�� utilizado como suporte metodol��gico o estudo de caso de car��cter etnogr��fico, no contexto da formação inicial dos educadores de inf��ncia da Universidade da Madeira.

Um olhar para uma nova perspectiva na educa����o/formação de adultos: an��lise das pr��ticas e necessidades de formação de professores - 1�� Ciclo do Ensino B��sico Recorrente na Regi��o Aut��noma da Madeira

Universidade da Madeira

Relat��rio de est��gio pedag��gico no ��mbito da formação inicial de professores, Escola B��sica dos 2�� e 3�� Ciclos Dr. Eduardo Braz��o de Castro

O Est��gio Pedag��gico (EP) �� um dos momentos com mais significado para a formação inicial dos professores. O objetivo deste relat��rio foi descrever e refletir as estrat��gias pedag��gicas utilizadas nas quatro ��reas de interven����o das linhas program��ticas do EP: a pr��tica letiva, as atividades de integra����o no meio, as atividades de interven����o na comunidade escolar e as atividades de natureza cient��fico-pedag��gica. O nosso EP foi realizado na Escola B��sica dos 2�� e 3�� Ciclos Dr. Eduardo Braz��o de Castro durante o ano letivo de 2014/2015. O n��cleo de est��gio foi constitu��do por duas estagi��rias. A pr��tica letiva foi realizada em duas turmas da escola, uma do 9�� ano do ensino regular e uma do 12�� ano do ensino profissional (turma partilhada). Inclui-se ainda neste ponto a conceptualiza����o de um instrumento de observa����o e a assist��ncia a aulas. As atividades de integra����o no meio foram compostas pelas atividades de apoio �� dire����o de turma: (1) carateriza����o da turma, e (2) estudo caso. Um conhecimento aprofundado da turma permite aos professores delinear de uma forma mais adequadas as atividades pedag��gicas ao longo do ano letivo. Estas atividades culminaram com a a����o de extens��o curricular, onde se promoveu a aproxima����o entre a escola e os encarregados de educa����o. Relativamente �� atividade de interven����o na comunidade escolar, dirigida para toda a comunidade educativa, teve como objetivo a promo����o de atividade f��sica na escola. Finalmente, as atividades de natureza cient��fico-pedag��gica tiveram como prop��sito refletir sobre o papel e a import��ncia do Professor de Educa����o F��sica na promo����o da atividade f��sica utilizando o exemplo do Voleibol e do Atletismo (a����o coletiva), e consciencializar os professores sobre as potencialidades e contributos do Voleibol num plano formativo/educativo, facultando ferramentas metodol��gicas (a����o individual). O Est��gio Pedag��gico veio contribuir para a aquisi����o de uma nova vis��o sobre a pr��tica profissional docente em Educa����o F��sica e um desenvolvimento da capacidade autocr��tica sobre a pr��tica profissional.

Projetos de letramento e formA����O de professores de l��ngua materna

O prop��sito do livro "Projetos de letramento e formA����O de professores de l��ngua materna" �� contribuir para a compreens��o dos projetos de letramento, entendendo-os como uma pr��tica recontextualizada pelas atuais demandas sociais, ou seja, uma alternativa que promete priorizar a inclus��o, a participa����o social e o reposicionamento identit��rio do professor e do aluno, e destacar a import��ncia disso na formação docente e na ressignifica����o das pr��ticas de leitura e de escrita no contexto escolar.

Pr��ticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; D��RNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Encurtando dist��ncias: uma experi��ncia de formação de professores

La Educaci��n a distancia (EAD) ha sido una realidad en la formaci��n de profesores a trav��s de la ofrenda de diversos cursos de licenciaturas por todo Brasil, posibilitando el crecimiento de ingresantes a la ense��anza superior por estudiantes de regiones m��s alejadas de las grandes capitales. A esa modalidad se atribuye un valor social al tiempo que posibilita la democratizaci��n de la ense��anza por medio de la inclusi��n a la ciudadan��a. La vida de los alumnos del interior, que desean la formaci��n superior en el ��rea de ense��anza, es el objeto de estudio de esta pesquisa, a trav��s de la cual ser�� enfatizada la historia de vida de 76 alumnos, desde el per��odo en que realizaron el ingreso a la universidad hasta la obtenci��n del nivel superior a trav��s de la EAD, una modalidad de gran valor social. Se reflejar�� sobre la ense��anza superior en el contexto de la globalizaci��n, la importancia de la acci��n de esta modalidad y la manifestaci��n de ella a trav��s del curso de Letras Portugu��s/ Espa��ol en la formaci��n de esos 76 profesores, as�� como la visi��n de los alumnos que participaron de esta formaci��n, especialmente en la interpretaci��n de las etapas vividas en el curso por medio de los memoriales. El proyecto de pesquisa fue realizado en el Estado de Sergipe, en El interior de Porto da Folha, localizado a 190 km de la capital Aracaju, donde los alumnos cursaron Letras Portugu��s/ Espa��ol en la modalidad EAD, dentro de los cuales traen perfiles diferenciados. El acceso al curso ocurri�� a trav��s del convenio entre la Universidad Tiradentes (Unit) e la Secretaria de Estado de Educaci��n (SEED) donde este financi�� 100% del curso para los alumnos, que quedaron exentos del pagamento desde el inicio hasta el t��rmino del curso. A trav��s de la investigaci��n, in loco, documental, bibliogr��fica e de los memoriales, se desarrollaron las observaciones, encuestas, talleres y declaraciones, donde se busc�� conocer un poco m��s sobre el cotidiano de los alumnos y los temas abordados en esta pesquisa. Con eso se pude ver la contribuci��n de la EAD, como forma de democratizaci��n y emancipaci��n social de ciudadanos de regiones lejanas, como el sert��n de Porto da Folha, la cual puede ayudar a comprender y valorar la inclusi��n a la diversidad a partir de los saberes construidos en esa experiencia

A cor ausente: um estudo sobre a presen��a do negro na formação de professores - Par��, 1970 1989

The subject of study of this work is the teacher spawning of the Instituto de Educa����o do Par�� in the decades of 1970 and 1980. It aims the enablement offered by the institute concerning the racial issue. The thesis highlights the inferior condition to which the black student is relegated and the discrimination it suffers. Our argument is to affirm the omission of the curriculum and the reference resources as far as the racial issue is concerned. Before the singularity of the Brazilian case a country with a slavish background, with serious social unbalance problems, many of them resulting from the racial segregation implemented by that slavish system , this work claims that the preparation of the teachers for dealing with this issue is crucial, since the absence of this preparation leads to the reproduction of the prejudice inside the classroom. This thesis is based on the theory of Pierre Bourdieu on the notion of habitus and symbolic power

O uso de modelos no ensino de qu��mica: uma investiga����o acerca dos saberes constru��dos durante a formação inicial de professores de Qu��mica da UFRN

In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization

Historiando a pol��tica de formação de professores em servi��o da UFRN

Les pr��occupations g��r��es par les changements de l ��ducation nationale pouss��s par les r��formes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de conna��tre comment ces r��formes ont ��t�� incorpor��es par l Universit�� F��d��rale de Rio Grande do Norte - UFRN, constituent les questions centrales d��velopp��es par cette th��se. Cette ��tude propose �� montrer, �� partir d une approche socio-historique, la fa��on comment la l��gislation ��ducationnelle br��silienne sur la formation de professeurs pour l ��ducation basique expresse la politique de l ��tat br��silien et, en m��me temps, comment le PROB��SICA signifie une r��ponse de l UFRN �� cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privil��gi�� plusieurs techniques et proc��d��s de collectes des donn��es conforme au mod��le de la recherche participative, �� savoir : enqu��te semi- structur��e, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs p��dagogiques et ��tudiants; rep��rage, syst��matisation et analyses de plusieurs documents. L analyse des donn��es, qui a ��t�� faite d une fa��on fondamentalement qualitative, a r��v��l�� que le PROB��SICA a sa gen��se �� l int��rieur de l UFRN et repr��sente, en m��me temps, une r��ponse de cette universit�� �� la demande de la cat��gorie et la politique de formation de professeurs. Nous esp��rons que cette ��tude suscite d autres recherches qui d��veloppent des discussions sur les relations entre l ��tat br��silien, ses politiques ��ducationnelles et les pratiques p��dagogiques de formation de professeurs

�� como se tivesse a ro��a e faltasse a enxada: formação em servi��o de professores de Hist��ria no ensino sergipano

This thesis has the aim to comprehend the development of the superior graduation in life service and daily scholar of the history teachers in-land of Sergipe. The History Course graduation was realized through the second part of (Projeto de Qualifica����o Docente-PQD), the so-called, Teaching Qualification Project of the Federal University of Sergipe, first settled in 1998. Eight teachers were chosen for this research with more than (15) fifteen years of teaching in the Fundamental and Medium levels at public schools of our state (Sergipe). This empiric research priviledged oral testimony from them, which (ones) reveled about the memory tragetory of life. Since childhood until the History Course graduation, besides the evidence as Principal of schools as well as the following classes. All of them were interviewed from in-land and they are from very poor families with lack of social economical conditions. Those evidencies point out economic limitations in their different towns, that contributed to the continuous obstacle in the following studies, moreover in the common market. Therefore they still teach in order to believe in who��s at the botton of this business. Their testimony about this history graduation through PQD , gave them new Professional horizons, modifying their pedagogic practice, choosing what is worth into the social space beyond life expectancy. Through the analyses from all the documents and evidence in loco, it was evident that this graduation is not sufficient to change all the acting of teaching. Consequently, the lack of scholar situation still happens because this qualification doesn��t consider the knowledge of the teachers into their contexts. This research could also observe that besides the changing purposes in the suggested common-job by the globalization, the public politics education, is still underdeveloped in-land of Sergipe. According to the educational laws which obliges all tearches should be graduated, it could be observed that nothing changed into their acting. The old curricula don��t give them new possibility in their acting. At last their salaries, poor conditions in their common-job as well as the difficult ways to get to their pos graduation course still contributes to the underdeveloped acting before they��d graduated from the period before of their graduation

O Prob��sica e a formação de professores no P��lo de Parnamirim: pol��tica de formação profissional no Rio Grande do Norte?

This work studies the thematic of the politics of formation of teachers in the Program of Professional Qualification for Basic Education (PROB��SICA) developed in the City of Parnamirim, Rio Grande do Norte. It has as its main objective to identify and to analyze the contribution of this politics of initial formation for the professional formation of teachers. To install the work, we will use the procedures of bibliographical research, documentary analysis, comment, structuralized interview, questionnaire-script and virtual research. In the analysis of the data, we trace a general view on PROB��SICA while initial formation along with the continued formation, pedagogical research, collaborative research and the exercise of the teaching profession, identifying the possibilities and limits of the Program in the direction to reach the objective considered in this work. From the inquiry, we construct the institutional land scope of the program in question, also focusing, the organizational aspects of its functioning. We have to take care about the results, we evidence that PROB��SICA is making the possible to access of the teachers in the educational service to the University, what the main aspect that consists, trying to prove eminent weak points in its systematic due to give to the organizational structure of this educational politics that does not count with curricular, institutional and financial the necessary conditions for the success of the professional formation of the teachers. The research will try to understand that the operationalization of the politics of formation in Parnamirim will be belong with it the main idea of the Educational Reformation in years of 1990, articulated to the neoliberal interests, that the responsibility for the problems of the public system of education attributed to the teachers, and that are not answered completely through the purpose of the professional formation, and ti seems that it does not define one global national politics that deals with seriousness to the questions the initial formation, permanent formation, pedagogical research, , career and conditions of work for the teachers

Ensinar/Aprender ortografia: uma experi��ncia na formação de professores

The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participants

Corporeidade e humanesc��ncia na fonte dos saberes da vida: a formação de professores que valoriza o ser

The present study comes from inquietudes of an investigative posture assumed by a Physical Education Graduation Professor, before her educative action with undergraduate teachers. The research was done with 16 (sixteen) Kindergarten and Elementary School teachers, who teach at public schools. The referred teachers are undergraduate students of the Graduating Normal Course at Superior Educational Institute President Kennedy, in Natal/RN. The analysis and discussion of the intertwining of knowledge, within the four Pillars of Education, at the Fountain of Knowledge , is a metaphor, especially created for this study, as for its epistemological and methodological structure, guiding all the investigative process. It provided to show up the repercussion of bathing and drinking these humanizing waters of a pedagogical practice that values the Being, aiming his self-transcendence. The conclusions obtained were the following: 1) The professor, while bathing himself in the Fountain of Life Knowledge, reflects his personal and professional life, recalling feelings and emotions that through time were forgotten, but as they were remembered and lived again, impulse people towards humanity. 2) While bathing himself at the Fountain of Life Knowledge, the professor realizes he is awoken to humane knowledge, caring about his practices, which he develops in the classroom. Practices he considers the learning of knowing, of doing, of living together, and of learning how to be, having and integrated form on the Being. 3) When the worries about the developing of the Being exist coming from the undergraduate teacher there is a practice the shows up the web of corporeity knowledge knowing how to play, how to create, how to feel, how to think, and how to humanize. 4) The presence of the professional of Physical Education, with knowledge and experience of the budgets of corporeity, is essential in the process of graduating the Kindergarten and first years of Elementary School undergraduate teacher, for he, the former, has a huge responsibility as to the learning and developing of the educational process the humanizing developing of the Being In a proposal of education that occurs through the whole life. 5) The Professional of Physical Education has positions to conquer, for the existent gap in the educational process, as for the understanding of the body and of corporeity in the perspective of totality, urges to be modified in name of another mankind, with full humanity