Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Silva, Wellynton Rodrigues da
 |
| Orientador(a): |
Giovanni, Luciana Maria |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
| Departamento: |
Educação
|
| País: |
BR
|
| 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/10373
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Resumo: |
This study focuses on teachers practices of continuous formation from São Paulo state public schools, at the scope of the Pedagogical Workshop of a Bureau of Education at the city of São Paulo, concerning the perspective of educational agents of formation practices. This research aims at identifying and analyzing these educational agents conceptions, responsible for the decisions, planning, publicizing, implementation and fruition of formation practices, besides recruitment and selection of teachers who were the object of these formation practices. This work is characterized as qualitative research, accomplished by means of analysis of the specific laws; interviews with the educational professionals of formation practices in the referred Bureau of Education; and observation of these professionals environment and work routine at the Pedagogical Workshop. The hypothesis that these professionals have had a little or any autonomy to decide about the process of teachers formation gives north to this study. The relationships they establish with schools and teachers addressed by the formation practices are marked by traditional conceptions of teachers continuous formation, shaped as mechanisms of control of teachers and their practices. The decisions about the proposal of courses are taken considering, specially, the enforcement of legal devices, characterized as bureaucratic formalization, centralism and consistency of orientations to distinct schools and teachers cultures. The theoretical support to this study is provided by: Marin, Candau, Mizukami and Giovanni (for the definition of continuous formation), Tardif(regarding the understanding of the constitution of base knowledge to the teaching profession), Barroso (because of his conception of formation centered at school, that has as a principle the affirmation of teacher s autonomy and the meaning of the school environment for the teacher s learning about the profession), Viñao Frago (for his analysis of the distance between the administrative culture of educational agents and supervisors and the culture of schools and their teachers, both implying specific ways of looking at the school and everything related to it) and Michel de Certeau (for his contribution with the concepts of strategies and tactics, that allow us to observe, at the school routine, these educational agents level of autonomy). The data collected were organized in tables, whose results allowed us to confirm the hypothesis and indicated that the conceptions of the Bureau of Education of the state of São Paulo about continuous formation are traditional and emphasize a kind of inservice training, employing, however, a new character or control technology. Such formations are produced vertically and cannot reach the formation needs of schools and teachers from the state public schools |
