Narrativas de professoras egressas do PARFOR: o que dizem as flores

• Ano de defesa: 2023
• Autor(a) principal: Santos, Jucenilton Alves
• Orientador(a): Anunciato, Rosa Maria Moraes
• 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: Política pública; PARFOR; Formação de professores; Formação em Serviço; Narrativas
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/17846

The present thesis, developed in the Postgraduate Program of Education in the Federal University of São Carlos, focuses on teacher education public policies. The main objective was to analyze the implications of the Basic Education Teachers Training National Plan (the brazilian portuguese initials are: PARFOR) for former teachers who have worked in southwest Bahia. The data used in this research were narratives produced by seven former teachers in the context of the PARFOR. The data collection instruments used were the formative memorial and narrative interview, collected in a virtual environment through email exchanges and videoconferencing. In effect since 2009, PARFOR annually offers special classes in undergraduate courses and second undergraduate courses, in the classroom modality, especially for public school teachers who do not have higher education in the area where they teach, according to the requirements of the Directives and Bases of Education Law (the portuguese initials are: LDB). The study was based on the interpretative qualitative approach which contributes to explore the phenomena in all their complexity and in a perspective that enables the understanding of the reports through the participating teachers’ point of view. Data were organized and analyzed considering the following steps: reading, interpreting, and describing the material collected. The analysis was methodologically supported by teacher education research. The results demonstrated that teachers idealized the teaching profession in their childhoods by playing at school and imitating other teachers. They attribute to their families the encouragement to become teachers. According to the participants, the most relevant motivations to starting PARFOR were to improve professional practice, desiring to go to college, and to make changes in their professional careers. The main aspects highlighted as positive of entering PARFOR are the knowledge built, the professors' profile as committed professionals, improvements in pedagogical practices, and the fulfillment of their dream as a graduate student. The negative aspects observed were the difficulty in reconciling study and work, fatigue, the frequency of classes, and the lack of materials and resources. The analyses indicate that the former teachers understand professional development as a continuous process as they are building their own teaching identity, regardless of how long they have worked or had professional experience in teaching. The research process and the results acquired allowed us to understand how the participating female egress teachers understand the valorization of teaching, comparing theory and practice and perceiving the theory present in their own didactic and pedagogical practices that were re-signified after the influences of the course. We analyze that the training developed during the PARFOR/UESB Pedagogy course, by stimulating the teachers to discuss and reflect about the constitution of teaching and the teaching process and its implications, contributed to the apprehension of new knowledge and also to their personal and professional development.