Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Souza, Selma Rodrigues de
 |
| Orientador(a): |
Passos, Laurizete Ferragut |
| 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: Psicologia da Educação
|
| 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/19309
|
Resumo: |
This research is included in the training for basic education teachers and focuses on an alternative training model that is being developed in initial training courses for teachers in a private IES institution in São Paulo. It was established as an objective to investigate this model seeking to answer the following questions: which elements are presented as differentiated and innovative? What aspects of training reach and by what means? As a methodological approach for this study, I chose the qualitative approach exploratory and the case study method. To collect the information was used two procedures: characterization questionnaire and semi-structured interview. The subjects were three graduation professors of Mathematics and Letters and a manager, which work in the institution. Authors such as André (date at all), Barreto , Carbonell, Gatti, Keller- Franco, Masetto, Moran, Nóvoa and Thurler gave conceptual theoretical support to this research, contributing with their ideas about graduation courses, teacher training and innovations in education. The data analysis indicated the procedural character of innovation that characterizes the educational proposal studied. The experimentation of new practices and new methodologies recurs in the activity of teachers. The sharing of experiences among peers and discussions in groups, subsidize and support teachers in the structuring of new practices. The new methodologies and technologies have been used due to the new student profile and teacher and new teaching and learning relations. It was also found that the culture of innovation is fed back in the institution as new practices are shared among teachers in discussion groups and systematized meetings |
