Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Dantas, Fábia Caires
 |
| Orientador(a): |
Passarelli, Liliana Liviano |
| 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: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| 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/23247
|
Resumo: |
This research aimed to investigate the in-service training and collaboration in a primary and secondary school in the private education system in the city of São Paulo (state of São Paulo). The theoretical-methodological framework adopted was based on the principles of the qualitative research proposed by Bardin (2011), on the studies of Fullan and Hargreaves (2000), Damiani (2008), Hargreaves (1998), Stewart (1997) and Littlle (1990) about collaboration, on the studies of Imbernón (2010), García (1999), Gama (2007), Canário et al. (1994), André and Passos (2016) and Placco and Silva (2015) about teachers education training, and on the studies of Tardif (2014) and Dewey (1959), regarding teaching knowledge. The specific objectives of this investigation were: to identify what the managers and teachers of the researched school understand by in-service training and to verify how the collaboration arises in the school and what are their possible contributions to the teacher education training. A director, a pedagogical coordinator and ten teachers from a private elementary school (final years) and high school located in São Paulo / SP took part in this study. The semi-structured questionnaire was used as a data collection instrument, whose questions sought to provide answers related to the participants’ understanding of the teachers' in-service training, of the collaboration (collaborative work) at school, of the planning and of the in-service training accomplishment. The data analysis was based on the “content analysis” methodology of Bardin (2011) and enabled to infer and to organize the results into four macro categories: (1) systematized education training spaces; (2) spontaneous education training spaces in the school environment; (3) the professional practice experienced and (4) the professional practice aimed at the development of the teacher. As main results, it was observed that managers and teachers revealed their perceptions about the theoretical field knowledge that refer to in-service training and to the collaboration, and that there is a need for the performance of education professionals through meetings in opportune education training spaces, in a social and collective environment, in which issues that solve the challenges of everyday school life can be discussed, reflected and analyzed, such as the construction of new meanings that carry the group's identity |
