Mentoria para a docência na Educação Infantil: formação on-line e saberes docentes

• Ano de defesa: 2017
• Autor(a) principal: Alexandre, Renata Fabiana
• Orientador(a): Reali, Aline Maria de Medeiros Rodrigues
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Formação online de mentores; Saberes docentes; Docência na Educação Infantil; Professores iniciantes
• Palavras-chave em Inglês: Online training of mentors; Teaching knowledge; Teaching in Early Childhood Education; Novice teachers
• Palavras-chave em Espanhol: Formación en línea de mentores; Enseñanza del conocimiento; Docencia en Educación Infantil; Profesores novatos
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/17337

Teaching learning and professional development is a lifelong process. It is a process that involves the personal and professional trajectory of each individual that acts in the school education, be it in the scopes of the public school or of particular educational networks, or in any modality, level, stage of Basic Education or in Higher Education. This process includes the biography and the professional trajectory of each teacher: the student experience; initial training; the beginning, the permanence and the career in the teaching and the action in other school spheres such as the school management, the pedagogical coordination or the continued education of teachers. It includes experiences, learning and built knowledge, which can be mobilized, requested for a new experience or a new learning. This research / intervention of qualitative nature and under the constructive-collaborative research model has as main objectives: to analyze the mobilized knowledge in the process of mentoring and to identify the construction of a knowledge base - specific knowledge to mentoring in Education Child. The research methodology comprised the development and implementation of a continuing education program entitled Online Mentoring Education Program - PFOM. This program had as its main objective the education of experienced teachers who the research methodology as school administrators, pedagogical coordinators or teacher educators to become mentors for beginner teachers in Early Childhood Education and, thus, to minimize the difficulties of this phase of the teaching career. Therefore, the research subjects are school managers, pedagogical coordinators and teacher educators. This research was developed in a Virtual Learning Environment developed for this purpose in the Portal of Teachers of the Federal University of São Carlos (www.portaldosprofessores.ufscar.br). The narratives produced in this environment in some of the virtual training activities and in the records of the face-to-face action of the mentors constituted the corpus of analysis and, under the framework of Tardif (2000, 2003) were analyzed to know, categorize, analyze and systematize knowledge revealed and mobilized by mentors. From this analysis, we collaborate with the discussion about a specific knowledge to mentoring in teaching for Early Childhood Education. Based on the data obtained, we elaborate a set of knowledges, whose repertoire includes specific knowledges when doing pedagogical in Early Childhood Education and general pedagogical knowledge.