Formação continuada colaborativa de professores em serviço: o caso da EMEF José Áureo Monjardim - Vitória-ES

Detalhes bibliográficos
Ano de defesa: 2013
Autor(a) principal: Silva, Neusely Fernandes da lattes
Orientador(a): Pires, Celia Maria Carolino
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:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/10396
Resumo: This research Project aims to describe and analyze an in-service, continuing professional development program, by studying the case of José Áureio Monjardim, municipal elementary school in Vitória, ES. Since this pioneering program in the state of Espírito Santo is considered to be successful by its participants, the research also aims to understand the limits and possibilities of its creation and operation. In analyzing the program at JAM, this research seeks to detect, describe and analyze the conditions for the creation of a proposal for in-school, professional development as well as the characteristics that designate it as a collegiate activity. This research is primarily empirical in nature, making use of personal statements and interviews from 10 individuals, some who are still active participants at the school, who participated in the creation and execution of the school s project, including principals, school secretaries, teachers, school counselors, and parents. In addition, documents such as the school s original political-pedagogical project, laws and statues which regulate education at the national and local levels, the School Councils law, as well as documents related to the regulation of the school and its project, were obtained. The research covers the period that spans the project s birth in 1989 until 1996, when there was a change in the municipal government which initiated new policies regarding education in the municipality and a new phase for the school. From that point on, the school has had to struggle for its survival and to guarantee the continuation of what it has accomplished, discussion of which would require an additional investigation. The current research seeks to discuss questions regarding school organization using Linício Lima s work and use Andy Hargreaves work to understand more about the characteristics of collegiate organization and collegiality, among other authors whose work has contributed to an understanding of the scenario of school organization and teacher preparation. Along the way, it was possible to identify from the data five structuring elements which were of fundamental importance both for this study and for the continuing professional development for everyone at the school. These situations go beyond the relationships of the teachers to their normal activities, demonstrating that it is possible to carry out a project of teacher development and through this program promote significant changes in the school and create new perspectives about education