A mediação do teatro na formação continuada de professores da rede municipal de ensino de Guarulhos/SP

• Ano de defesa: 2009
• Autor(a) principal: Bezerra, Gilcia Maria Salomon
• Orientador(a): Abramowicz, Mere
• 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: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Currículo; Formação continuada de professores; Prática pedagógica; Projeto político pedagógico; Educacao continuada > Guarulhos, SP; Professores de educacao pre-escolar > Formacao profissional; Professores de ensino fundamental > Formacao profissional; Teatro na educacao
• Palavras-chave em Inglês: Curriculum; Teacher non stopping education process; Theater; Pedagogical practice; Political pedagogical project
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10139

This research is concerned to theater art importance within the building of a critical curriculum for teachers training on Kindergarten and Primary School. It was carried out monitoring Guarulhos/SP teachers who have been experienced theater their own non stopping education process. The locus chosen for it was the Centro Municipal de Educação Adamastor, where most of the activities related to teachers training are developed. A Qualitative Approach and Case Study were chosen for doing it and Guarulhos Department of Education documents were analyzed, highlighting the Political Pedagogical Project and the projects therein. Obtained data showed school space and time consists in an environment of affectivity and emotional dynamism wich requires reflection and meaningful experiences. It was found that teachers theater playing allows them to wide their learning/teaching concepts and practical work. Teachers non stopping education process concerns not only to conceptual knowledge but also requires procedural and performing knowledge acquisition and it may enable teachers see their own lives through new different point of views. Coming along with those teachers made clear that the daily school practice has to be given more value. The Projeto Teatro na Escola process allows teachers who take part of it to, showed meaningful changes both personally and professionally and it indicates theater practice may allow the birth of the new "social subject". A more participative and therefore more reflexive subject; a more aware of his body and therefore less automated one; more aware of the importance of pedagogical intervention and therefore more competent one; a more educational tool skilled and therefore more cunning one; a more sensitive to "the other" and therefore more human one