Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Rades, Thaís Cristina
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| Orientador(a): |
André, Marli Eliza Dalmazo Afonso de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23268
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Resumo: |
In 2012 the Education Department of the State of São Paulo (EDSSP) implanted the Integral Teaching Program (ITP) in some schools of the public system. At the beginning the program would be implanted only in High School, but it was broadened to Middle School. The ITP is diferente from schools with ordinary teaching and also from Full Time Schools, despite one of its characteristics be the time of permanence at schools that has been extended, its guidelines organize changes in the curriculum as well as the school management way. The Pedagogical Model includes a form of acting in which the teachers bind up with the students to assist with the elaboration of their Life Projects, and to do so, there are subjects and activities that are introduced in the curriculum. Parallel to this, the Management Model is reasoned in the elements of Plan- Disk- Act- Check (PDCA) model that guide the actions in business management. With it, many changes happenned in the school duties, thus, we outlined this research aiming to investigate the formation of teachers to act at schools with the ITP implemented. In the research area we read documents produced by EDSSP to implant the ITP and we analyzed research related to the main topic to define our specific objectives that are: to explore which actions developed at schools are considered formatives by teachers; to analyze in what manner teachers build their PIAF; to investigate how and if the 360° Evaluation, contributes and constitutes the start point to self-formation of teachers and to verify the formative needs of teachers that have been silenced. In order to execute the theoretical foundation around continuing education we dialogued with that which propose Cochram-Smith (1999); Fullan and Hargreaves (2000), Mizukami (2013); and Fiorentini and Crecci (2016) whom point to continuing education actions that overcome only knowledge to the practice, but that also consider the importance of knowledge in practice and from practice. With this, we resorted to an approach of a qualitative research, we made semi-structured interviews along with 7 teachers from the net that feature two distinct groups: one with 4 teachers that still act at ITP schools, and another with 3 teachers that already acted at ITP schools, but no longer do so. To analyze the contente from the reports produced we used the postulated by Lawrence Bardin (2013), which led us to organize four categories of analysis: Teachers’s motivation in option of ITP; Formation actions in ITP; The proposal from ITP in action and The 360° Evaluation. These categories led us to affirm that the ITP proposal directs itself to a neoliberal perspective of management in education intentionally seeking to improve educational results. Despite having a dimension focused on the subject’s trajectory, it does not deepen in formation and teaching practices, insofar as the improvement of students performance in external assessments overlaps other learning possibilities. And so, we concluded that the model is full of paths that introduce new formation practices at school, possibilities for changes, but they are still a liable to reflection to surpass the challanges encountered, such as those which appear in formation practices, in the organizational climate and in the 360° Evaluation |
