Portfólios reflexivos na formação centrada na escola

• Ano de defesa: 2016
• Autor(a) principal: Valiante, Débora da Silva Melo
• Orientador(a): Bioto-Cavalcanti, Patricia Aparecida
• Banca de defesa: Bioto-Cavalcanti, Patricia Aparecida , Jardilino, José Rubens Lima , Teixeira, Rosiley Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: formação centrada na escola; portfólios reflexivos; dimensões da formação; desenvolvimento profissional
• Palavras-chave em Inglês: education focused on school; reflexive portfolios; educational dimensions; professional development
• Palavras-chave em Espanhol: formación centrada en la escuela; portfolios reflexivos; dimensiones de la formación; desarrollo profesional
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1409

The research aims to analyze the results of using reflexive portfolios as a methodology for education. It was carried out in the time-space of in service education at EMEF Presidente Nilo Peçanha/São Paulo. The qualitative research was developed together two pedagogical coordinators. It was assumed that the dimensions: technical-scientific, continuous education, collective work, knowledge to teach, critical-reflexive, evaluative, ethical and political, and aesthetics and cultural, are totally articulated educational dimensions. Elucidated by portfolios in the school focused education, these dimensions can promote personal, professional and organizational development. The methodological procedures took into consideration the accomplishment of semi-structured interviews, the construction of portfolios and the analysis of the Political-Pedagogic Project of the school. It was made an analysis of the particularities of the educational dimensions for data treatment, elucidated by the reflexive portfolios built by the coordinators, without disregarding the dynamic and coherent articulation among the dimensions. Obtained results denote personal and professional trajectory visibility developed in the in-service education time-space with processes of reflection inherent to the construction of portfolios. It also becomes evident a collaborative work where researcher and coordinator interact fulfilling personal and institutional projects. The methodology of portfolio in the education focused on school proposes direction and intention for the multidimensional educational process.