Educação continuada: um estudo sobre a formação continuada como valor educacional na Rede La Salle

• Ano de defesa: 2009
• Autor(a) principal: Aguiar, Raimundo da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Pós-Graduação; Programa de Pós-Graduação em Educação; UNICID
• Palavras-chave em Português: Formação continuada; Participação; Docência; Mudanças; Continued education; Participation; Docency; Changes; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/199

The objective of the research was to understand the challenges faced by a proposal of teachers’ continued education in a private school. The research was performed at the Centro Educativo e de Assistencia Social La Salle (CEASLAS), a catholic school that is part of the Lassalian chain. CEASLAS is localized in the eastern area of São Paulo, in a neighborhood called Vila Guilhermina. With this objective in mind, the reseacher intended to identify the most important approaches regarding the continued educational programs for teachers which have been developed in the last two decades. The researcher based his research on authors such as Nóvoa (1992), Tardif (2002), Josso (2004), Schön (2000), and Furlanetto (2003). In order to develop this, the researcher adopted the quantitative and the qualitative approach. He collected data through the literature’s review, the use of a questionnaire with open and closed questions, and autobiographical writing as well as participant observation, because while the research was conducted the researcher was the principal of the CEASLAS. The research showed that there is not enough information about the institution’s proposal for continued education, which calls for an explicitation of the cited proposal. Because the content of the continued education program is choosen by the principal and his staff, the research found that even the content is related to daily problems. Sometimes, this content is not considered useful for the teachers. In this fashion, the report shows that representantives of different areas have to be involved in the process of choice of the content. This process has to be more participative and democratic.