Professores-formadores em grupos de formação continuada: possibilidades e limites da profissionaliza����o do magist��rio

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

Formação de professores e seus saberes disciplinares em astronomia essencial nos anos iniciais do ensino fundamental

This paper presents some outcomes of a broader research on Astronomy Education in primary school teacher's education. From the analysis of the main astronomy subjects thought nationwide and the research outcomes, we identified a set of astronomy contents considered fundamental to the teachers practice. Through a research carried out among a sample of primary school teachers, however, we show that, even in these essential contents, persists alternative conceptions among those teachers. Data collected pointed out, thus, to the necessity of improving teacher's education in this area, taking into consideration astronomy edu cation research outcomes, in favor of a teaching which contemplates, at least, the fundamental contents on this subject.

Gestar: formação de professores em servi��o e a abordagem da geometri

This present article aims to present some results of a PhD research in which intended to answer the following investigation question: In which extent a Program of Teacher Education in service in the early years of elementary school, GESTAR, contributed to the development of positive attitudes about Geometry? The participants were twelve teachers from two schools in the State of Mato Grosso. The instruments for data collection were a range of attitudes towards Geometry (EARG) developed and experimented by Viana and Brito (2004). The results showed a meaningful change in Geometry of the data pre and post-experiment.

Minha terra tem palmeiras onde canta o sabi��...: sobre o Projeto Inaj�� e a formação de professores no m��dio Araguaia

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

Reflex��es a respeito da educa����o a dist��ncia: a vis��o de professores em formação continuada

The study aimed to analyze the vision of teachers in conducting a continuing education course in level of expertise in the field of special education, focusing on Global Development Disorders, through the modality of distance education. The current study was provided by the Network Program S��o Paulo Teacher Training - REDEFOR in partnership with Universidade Estadual Paulista-UNESP, for teachers of the state of S��o Paulo. The survey went through some steps, namely: a) literature review a brief history of Distance Education in Brazil and in the world thus seeking to understand their development to the present day, including legislation that regulates; b) study and survey of potential and limiting factors for distance education in teacher training. Was observed of initial and continuing teacher education in the distance mode, focusing on education and training policies implemented by the state of S��o Paulo, in recent years; c) data collection with 33 teachers in the continuing education process, e-mail and performed with the use of Google Drive tool that enabled the creation of online search form; d) organization, analysis and interpretation of data and its consequences. Through the results it observed that distance education is considered a favorable mode of education for the continuing education of teachers. The course was offered via Moodle and tools were considered easy to assimilate and elaborate activities in general, favored the construction of knowledge, and some questioned for its effectiveness. It follows therefore, that distance education provides continuing education for teachers, but it is necessary in the preparation of these courses is taken into consideration the tools and resources available in their construction, contributing to a dynamic and interactive model between all participants in which the exchange of experiences, questions, doubts, can effectively contribute to the construction of knowledge and possible developments in..

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...

Estudos nacionais sobre o ensino para cegos: uma revis��o bibliogr��fica

O presente artigo tem como objetivo apresentar uma revis��o bibliogr��fica dos estudos nacionais acerca do ensino curricular para cegos. Foi realizada uma busca sistem��tica em tr��s bases de dados: Google Acad��mico, Scielo e Lilacs, de estudos publicados no per��odo de 2004 a 2014, que tivessem em seu t��tulo um dos seguintes descritores: alunos cegos; alunos deficientes visuais; crianças cegas; crianças deficientes visuais. Foram localizados 188 estudos e 56 selecionados dentro dos crit��rios estabelecidos. Fez-se a leitura integral desses e definiram-se cinco categorias de an��lise: tipo de estudo; participantes; tipo de abordagem; tipo de discuss��o e matrizes curriculares. Para cada categoria, foram estabelecidas subcategorias. Ao total 26 subcategorias foram descritas. Os resultados indicam que o Google Acad��mico �� a base de dados com maior n��mero de t��tulos encontrados (188/156); a Scielo apresenta melhor efici��ncia na rela����o encontrado x selecionado (12/10). Nas subcategorias de an��lise, as maiores frequ��ncias s��o identificadas nos estudos emp��ricos (22); junto a crianças (19); de an��lises qualitativas (21); na matriz curricular de Educa����o F��sica (sete) e na subcategoria relacionamento social (16). Contudo, os estudos s��o convergentes em apontar que as principais dificuldades no ensino ��s pessoas cegas se referem a defici��ncias na formação de professores, onde, normalmente, n��o s��o discutidos m��todos de ensino e produ����o de material para trabalhar com essa popula����o espec��fica. Em conclus��o, al��m de realizar um mapeamento dos estudos que t��m sido conduzidos junto a alunos cegos nos ��ltimos dez anos, este artigo aponta para lacunas na literatura e direciona futuras investiga����es na ��rea.

Reflex��es a respeito da educa����o a dist��ncia: a vis��o de professores em formação continuada

The study aimed to analyze the vision of teachers in conducting a continuing education course in level of expertise in the field of special education, focusing on Global Development Disorders, through the modality of distance education. The current study was provided by the Network Program S��o Paulo Teacher Training - REDEFOR in partnership with Universidade Estadual Paulista-UNESP, for teachers of the state of S��o Paulo. The survey went through some steps, namely: a) literature review a brief history of Distance Education in Brazil and in the world thus seeking to understand their development to the present day, including legislation that regulates; b) study and survey of potential and limiting factors for distance education in teacher training. Was observed of initial and continuing teacher education in the distance mode, focusing on education and training policies implemented by the state of S��o Paulo, in recent years; c) data collection with 33 teachers in the continuing education process, e-mail and performed with the use of Google Drive tool that enabled the creation of online search form; d) organization, analysis and interpretation of data and its consequences. Through the results it observed that distance education is considered a favorable mode of education for the continuing education of teachers. The course was offered via Moodle and tools were considered easy to assimilate and elaborate activities in general, favored the construction of knowledge, and some questioned for its effectiveness. It follows therefore, that distance education provides continuing education for teachers, but it is necessary in the preparation of these courses is taken into consideration the tools and resources available in their construction, contributing to a dynamic and interactive model between all participants in which the exchange of experiences, questions, doubts, can effectively contribute to the construction of knowledge and possible developments in..

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...

Sistema de frequ��ncia modulada em crianças com defici��ncia auditiva: avalia����o de resultados

OBJETIVO: Avaliar a percep����o da fala de crianças deficientes auditivas com o aparelho de amplifica����o sonora individual (AASI) e sistema de frequ��ncia modulada (FM) em situa����es de ru��do em campo livre e em sala de aula. M��TODOS: Participaram 13 crianças deficientes auditivas entre 7 e 17 anos. Foi aplicado o Hearing in Noise Test (HINT) com AASI e com o FM. Tamb��m foi aplicado o question��rio Avalia����o do Sistema FM, respondido pelos professores das crianças, com o intuito de avaliar, individualmente, o desempenho da crian��a em diferentes situa����es auditivas somente com AASI e com o AASI e o sistema FM. RESULTADOS: Houve diferen��a para todas as situa����es com e sem FM no teste HINT. O mesmo aconteceu com os resultados do question��rio, sendo que sem FM a pontua����o foi sempre menor do que com FM, independentemente da condi����o. CONCLUS��O: O uso de medidas subjetivas, como o question��rio, �� fundamental para determinar a efic��cia da indica����o dos dispositivos auxiliares para o deficiente auditivo. A efetividade do sistema FM pode ser observada pela "vantagem FM", que �� a diferen��a m��dia m��nima de 10 dB encontrada nas avalia����es de percep����o da fala com e sem FM nas diferentes situa����es de ru��do. Os benef��cios encontrados na presente pesquisa com o uso do sistema FM na melhora da percep����o da fala podem ser extrapolados n��o s�� para a sala de aula e para a legisla����o da educa����o inclusiva, mas tamb��m para atividades sociais e de lazer.

POSSIBILIDADES DO ENSINO DA L��NGUA ESPANHOLA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UMA PROPOSTA DE FORMA����O DOCENTE

Esta disserta����o surgiu de um projeto realizado na rede oficial de ensino do munic��pio de Santo Andr�� (SP) no per��odo de agosto a dezembro de 2008 junto aos professores inscritos no curso Formação sobre culturas de l��ngua espanhola e suas possibilidades no trabalho pedag��gico . Tal projeto teve como aspecto fundamental inserir os professores dos anos iniciais na l��ngua e na cultura espanhola, assim como na hispano-americana, direcionando-os a adquirirem uma vis��o globalizada das novas tend��ncias existentes na aquisi����o de uma segunda l��ngua. O curso permitiu aos professores compartilharem experi��ncias e aprofundarem seus estudos na integra����o cultural e lingu��stica, por meio de metodologias e t��cnicas facilitadoras, adequadas �� faixa et��ria dos seus alunos crianças de 6 a 10 anos. A partir desse projeto, a pesquisa desenvolvida procurou te��ricos para estruturar o trabalho, cuja pergunta norteadora possibilidades de introduzir o ensino de uma l��ngua estrangeira no caso, o espanhol , nos primeiros anos do Ensino Fundamental I. Como no Brasil, n��o h�� um grande n��mero de professores habilitados no ensino da l��ngua espanhola, questionou-se sobre tal possibilidade, considerando ainda que as escolas municipais, que s��o as escolas que oferecem o Ensino Fundamental I, n��o apresentam em seu curr��culo o ensino de l��ngua estrangeira. Com base em te��ricos que apontam diferentes caminhos para se aprender uma l��ngua estrangeira e frente ao exposto, o estudo buscou analisar os depoimentos e observa����es ocorridos na execu����o dos projetos individuais, que professores da rede municipal tamb��m sujeitos desta pesquisa elaboraram durante o curso. A an��lise dos question��rios, da entrevista e do depoimento realizados junto a onze desses sujeitos possibilitou tra��ar o perfil de sua formação, da sua atua����o e da sua trajet��ria profissional. Os dados colhidos foram analisados tendo como referencial te��rico Jacques Ranci��re (2007) em refer��ncia a Jacotot e seu Mestre ignorante , que aborda conceitos de explica����o, igualdade e vontade, submetendo-os �� an��lise de conte��do. Nesse contexto, foram extra��das as reflex��es sobre as possibilidades de pr��tica pedag��gica na viv��ncia dos professores durante a execu����o do projeto. O estudo considerou, ap��s esta experi��ncia, que existe a possibilidade de ministrar uma formação continuada de l��ngua espanhola a professores que j�� atuem com alunos dos anos iniciais.(AU)

Pol��tica de formação de professores: varia����o do locus de formação e a experi��ncia do CEFET-RN

The present article discusses the directives of the policies of the initial teachers��� formation introduced in Brazil in the 1990���s. These directives have brought new directions and demands, both to the formation institutions and to teachers��� formation. This work analyzes the enlargement and the variation of the formation locus, a topic criticized by the teaching educators for enabling different and flexible models which have taken to a more technical and instrumental formation to the detriment of a theoretical and practical solid formation. In a general way, the study reveals that the CEFET���s use as a space of teachers��� formation has given priority to the quantitative aspects, the optimization of the resources and the instrumentation of the educators��� formation, even though under the speech of the quality of the educational process. Differently, the operationalization of this policy at CEFET-RN has favored a formative model, which has joined research, extension and teaching, guaranteeing the specificity of a solid formation, as well as the articulation between theory and practice and the sense of investigation, necessary characteristics to the formation of a devoted educator with the quality of public education.

Massive open online courses (mooc) na formação cont��nua de professores: um estudo de caso

Os Massive Open Online Courses (MOOC) consistem em cursos online abertos e, normalmente gratuitos, que permitem a inscri����o de um elevado n��mero de participantes. A ades��o a esta modalidade de educa����o, normalmente informal, foi o principal repto para propor uma oficina de formação, totalmente online. Com esta formação pretendeu-se fornecer as compet��ncias necess��rias para que professores se sentissem capacitados para criar e distribuir os seus pr��prios MOOC. No presente trabalho recorre-se �� metodologia de estudo de caso e procura-se inicialmente apresentar, atrav��s de pesquisa bibliogr��fica, a revis��o de literatura relativamente aos MOOC. Posteriormente, com base nos dados obtidos pela observa����o participante e inqu��rito por question��rio, evidenciam-se os principais resultados da oficina de formação online ���MOOC: uma tecnologia educativa de futuro.

Formação, observa����o e pr��ticas refletidas: autorretrato da pr��tica profissional de seis futuros professores

A reflex��o na e sobre a praxis influencia a consciencializa����o da complexidade do ato de ensinar, pressup��e questionamento, an��lise e transformação e conduz a mais e melhor aprendizagem e, por conseguinte, a enriquecimento profissional. Usando a reflex��o antes, durante e ap��s a a����o (as distintas fases do ciclo supervisivo), a formação do futuro professor vem a ser mais criteriosa e comprometida com o processo de formação profissional, uma vez que possibilita o aperfei��oamento e o desenvolvimento de compet��ncias a partir da identifica����o e tomada de consci��ncia de fragilidades do eu e do outro e da experiencia����o de modos de pensar e ser professor. O nosso estudo sustenta-se numa metodologia de natureza qualitativa e o campo de investiga����o incide, especificamente, sobre as pr��ticas de formação de alunos/futuros professores. Este estudo foca-se no pr��prio discurso dos participantes com o objetivo de compreender como percepcionam a sua evolu����o como pessoas e como profissionais e, servindo-se das categorias da Target Language Observation Scheme (TALOS), procede �� an��lise de conte��do das suas reflex��es sobre tr��s aulas observadas onde transparece um autorretrato da pr��tica profissional. Constatamos um processo de aperfei��oamento das capacidades de observa����o e de auto-observa����o dos sujeitos do estudo.