Formação Continuada de Professores: Implicações Pedagógicas de um Curso a Distância
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| Data di pubblicazione: | 2025 |
| Altri autori: | |
| Natura: | Article |
| Lingua: | por |
| Fonte: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/842 https://doi.org/10.17921/2447-8733.2025v26n4p517-528 https://revistaensinoeeducacao.pgsscogna.com.br/ensino/article/view/14361 https://revistaensinoeeducacao.pgsscogna.com.br/ensino/about |
Riassunto: | This article is an excerpt from a master's dissertation that investigated continuing teacher education in the distance learning modality, taking as its object of study the lato sensu graduate program "Media in Education." This is documentary research with a qualitative approach, whose main objective was to investigate the pedagogical implications stated in the advanced cycle reports of the aforementioned program, particularly with regard to the study routine of the teacher-students. To achieve this goal, we adopted the Content Analysis methodology, following the procedures outlined by Laurence Bardin, encompassing the stages of pre-analysis, material exploration, and raw data processing. The theoretical framework for the analysis is based on the interpretation of the thematic axes emerging from the categories formulated a posteriori, with the selection of authors relevant to the dialogue. As a result of the analysis of the initial raw material, four subcorpus were formulated, generating four recurring categories that are intrinsically interrelated: (a) delays in completing activities; (b) lack of time to dedicate to the proposed tasks; (c) overload in the teaching routine; and (d) demotivation. The analyses indicate pedagogical implications that reveal structural difficulties faced by students in developing their study routine. The conclusion is that the research contributes to understanding the challenges of distance continuing education, highlighting inherent contradictions within this educational model. However, it recognizes the need for studies that link documentary records of discontinued programs to current training practices, broadening the understanding of the obstacles faced and supporting the creation of courses more sensitive to teaching realities. |
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