Formação continuada e sua contribuição para professores dos anos finais do Ensino Fundamental da PMSP

• Ano de defesa: 2020
• Autor(a) principal: Bonafé, Elisa Moreira
• Orientador(a): Almeida, Laurinda Ramalho de
• Tipo de documento: Tese
• 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: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Formação continuada do professor; Professor dos anos finais do Ensino Fundamental; Práticas de formação
• Palavras-chave em Inglês: Continuing development for teachers; Teacher of the final years of Elementary School; Training pratices
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/32583

The proposal to carry out this research emerged from the observation and the concern if the activities of continuous professional development for teacher met the needs of teachers in their experiences and pedagogical practices in municipal schools in São Paulo. For this investigation, teachers of the final years of Elementary School of the city of São Paulo were chosen as the target audience and the training promoted by the Municipal Secretariat of Education in 2018. The research identifies which were the continuing education activities, carried out throughout the teacher's life, which were qualified as significant for their pedagogical practice, understanding the activities´ characteristics and later, the research analyzes whether the continuing education activities offered by the PMSP have these same characteristics. The methodological procedures used were an online questionnaire answered by 396 teachers and a documentary analysis of the communications of courses and events published by SME in Diário Oficial da Cidade. The collected data, analyzed from studies by André (2010), Marcelo (1999), Marcelo (2009), Moriconi et al. (2017), Imbernón (2009), Placco and Souza (2015) and Shulman (1987), reveal that the most significant continuing education activities have in common extended duration, qualified trainer, different forms of interaction (between peers and / or trainer) and mainly, strategies that emphasize the development of an active and protagonist atitude of the person in training. However, only 19.5% of the continuing education development offered by SME in the year 2018 have with these characteristics that allow the engagement of the teacher in their training process and a possible justification can be the short duration of the proposals