Formação continuada e o Ser docente de ensino fundamental I na rede pública municipal de São Paulo

• Ano de defesa: 2020
• Autor(a) principal: Silva, Silvana dos Santos
• 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 Mestrado em Formação de Gestores Educacionais; UNICID
• Palavras-chave em Português: Ser docente; Subjetividade docente; Prática docente; Formação de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2217

The research was part of a broader Project called: "El quehacer docente: intercambio de narrativas entre professores latino americanos". With the international coordination based at the Universidad Nacional de Tucumán (Argentina) and the national coordination at the Carlos Chagas Foundation, the project, developed in a network, sought to understand Being a Teacher from the narratives of teachers from Argentina, Brazil, Uruguay and Mexico. Tothisend, the study promoted the Exchange of letters between teachers from the participating countries and focus group sessions for the debate about the teaching work with the aim of investigating the experiential fields of teachers. The cut out of the broader Project that makes up the presente research was guided by the objective of understanding Being a Teacher from the narratives of elementar school teachers I of the Municipal Education Network of São Paulo (RMESP), with the ultimate purpose of offering elements that contribute to the continued training offered to teachers at RMESP. For the development of research, a qualitative approach was chosen. The information gathering protocol was elaborated by the group of researchers i nvolved in the international project, originally in Spanish language and later translated into Portuguese language. The information gathering procedures were initiated with the delivery of a letter to the diretor of a DRE-G school unit, requesting the dissemination of there search to the teachers. In a second step, the material containing the terms of free and informed consentand four letters from Argentinean teachers were delivered in person to be an swered by the four participating teachers. In addition, two conversation circles were carried out. The systematizations ought to respect the guidelines of Franco (2005) and Bardin (1979) and the analyses were based on discussions about the subjectivity of teachers (NOVAES, 2015; NOVAES, 2017; NOVAES, 2020; NOVAES, ORNELLAS and ENS, 2017), with emphasis on continuing education. With the analyses, it was possible to verify the following results: the teachers choose some aspects as determinants for Being a teacher, amongt hem: love, dedication, responsibility, will power, persistence, courage and determination. By participating in the formative moments, the teachers seek support for changes in their pedagogical practices. It is also evident the in security regarding these changes and discontinuities of public policies. In an approach to the broader project, the categories of Being a Teacher inter twine and demonstrate a construction of individual and collective meaning, which subsidizes learning, which in turn do not occur naturally, in a vacuum. In this way, it is considered that the experiences, the relationships, the challenges and the contexts in which they are inserted are importante elements for the constitution of the Being and need to be considered in the formative processes.