Formação continuada e a prática docente de professores dos anos iniciais do ensino fundamental de escolas particulares de Porto Alegre

• Ano de defesa: 2006
• Autor(a) principal: Lima, Roberto de Sousa
• Orientador(a): Engers, Maria Emilia Amaral
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; PROFESSORES - FORMAÇÃO PROFISSIONAL; PRÁTICA DE ENSINO; ENSINO FUNDAMENTAL
• Link de acesso: http://hdl.handle.net/10923/2883

The aim of this study was to know how Elementary school teachers in the First Grades of Private Education feel about their continuous training and its connection with the teaching profession; the objectives were to investigate how the continuous training of teachers in the first grades was performed and its connection with the teaching profession; to detect the weak points that make the continuous training of first grades teachers difficult and the strong points that help the students progress; and with the results of this research, to contribute to a reflection about continuous training of teachers in the Initial Years of Elementary Education in private schools. The investigation was characterized by a case study and the data were collected from teachers, principals, parents and students in two confessional private schools with a Marist orientation, in the city of Porto Alegre, and were studied through an analysis of contents thereafter (ENGERS, 1987). The results that came up were gathered into categories and then two interlinked groups: Continuous Training, Professional Development, School Incentive and Interpersonal Relations, Spirituality, Motivation and Learning Process.The results showed that these schools had been encouraging teachers to have continuous training, but they do not provide financial assistance in case of postgraduate courses; however, they assist their teachers in participating in congresses, meetings, and they also organize educational events for their teachers. Thus, it concerns the principals that their teachers have continuous training. They say that the better the teachers are qualified, the better they assist the students and the more flexible they are to accept re-formulations and innovations introduced by the school. So teachers express that initial education, but also continuous and reflexive training, should be inserted in the pedagogic projects of Schools and Institution of Higher Education, because they propel the development of professionals in the Magistery. As to his inner life, the educator who is trustworthy in spiritual life has excellent interpersonal relations with his colleagues, the teachers, and this reflects into the students´ interpersonal relations; the sense we give to our life is the best motivation intrisic to the human being that becomes effective through the affection for the students´ and the educators´ learning.