Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Gastaldi, Maria Virgínia
 |
| Orientador(a): |
Ronca, Antonio Carlos Caruso
|
| 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: |
Psicologia
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/16050
|
Resumo: |
The context of this research is the continuing formation program of professionals involved with first years (0 to 5 years old) education promoted by the Municipal Authority of Education of Curitiba (capital of Paraná State, Brazil). In recent years, the local government investment in expanding local education skills, in capacitating teacher trainers, and in developing a set of systematic training activities. The teacher trainer is the professional responsible for undertaking continuing formation practices, as well as the main actor in creating, organizing, and developing necessary actions for building a collective and reflexive body of knowledge on professional formation. Taking it into consideration, the object of this research was the training process aimed at introducing teacher trainers into a continuing and collaborative formation program promoted by a local government based network. The aim was to reflect upon teacher trainers formation process through their own views and perceptions, understanding the successful and unsuccessful aspects of the program, as well as the aspects validated by those who experience it, and the debates, difficulties and challenges they promote, find, and face. The methodology was based on three discussion groups of experienced trainers that plays different, but complementary, roles in the program: pedagogic coordinators of the Children Schools, which works directly with teachers; coordinators of the Regional Centers, responsible for the contact between pedagogic coordinators and the Local Authority chief staffs; and teacher trainers that works on the Children Education Department. The discussions focused on the following subjects: what teacher trainers are; how do they become one; what do they do; what are the challenges they face; collaboration and network; and professional development. Theory basis of the research encompassed conceptions developed by Canário (2000; 2007); Nóvoa (2007; 2009); Imbernón (2009; 2010), Marcelo (2001; 2009); Roldão (2005; 2007), and Vaillant (2001; 2003), as well as a broad overview of researches on continuing formation carried out in Brazil (FCC, 2011). The results: a) emphasizes the trainer´s complex role in an ever changing environment; b) validates the continuing formation as a process that facilitates teachers professional development; c) identifies the initial stage of the professional development process as a particularly difficult moment, once the professionals have to cope with a large volume of new and varied information (the main challenge of teacher trainers is learning to learn; learning to teach, and teaching, simultaneously); d) points out the critical role played by the context of the continuing formation in building the teacher trainers professional identity, once they work on singular and grounded based situations (what enhances both their professional importance, and the need for continuous investments in training and trainers); and, finally, e) emphasizes the high value attributed to collective and collaborative work, validated as the roadmap towards a professional knowledge capable of overcoming the characteristics of an individualistic culture that resists to share and to openly discuss the problems of the teaching practice |
