Formação inicial e continuada sob a ótica dos professores das disciplinas de ciências da natureza e matemática da 13ª direc lotados no município de apodi

• Ano de defesa: 2019
• Autor(a) principal: Morais, Najara Raquek de Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Semi-Árido; Brasil; Centro de Ciências Sociais Aplicadas e Humanas - CCSAH; UFERSA; Programa de Pós-Graduação em Ensino
• Palavras-chave em Português: Formação docente; Formação inicial; Formação continuada; Teacher training; Initial formation; Continuing education; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufersa.edu.br/handle/prefix/5304

With the emergence of new pedagogical tendencies, the teacher becomes not a depositor of knowledge, but a mediator. With this, the teacher has new challenges to be faced, with new assignments and new requirements. Therefore, in order to train qualified teachers to meet this demand, there was then a need to study the formation of the trainer. From this, there was an increase in the number of researches and studies, theses and dissertations that approach this theme. With the research focused on this subject, about the initial formation of the teacher, it was noticed the need to study also the quality of the continuous training of these teachers, not only the quality, but the importance that this professional gave his training, and the quality of the training offered to these professionals. However, there is still a scarcity in the literature of works with this theme. Thus, the proposal of this research had its origin in the interest in the dilemmas faced by the professors of the disciplines of Chemistry, Physics, Biology, and Mathematics. The research was carried out through interviews and questionnaires with teachers of the 13th Direc, analyzing the discussions of the points raised by the collaborating professors, based on the references Tardiff (2014) and Maldaner (2006) that bring in their works a better theoretical foundation in relation to the thought they show in relation to initial and continuing formation. With this, it aimed with this study to know aspects of the initial formation of the acting teachers, as well as their search for a continuous formation. Through a survey made for the elaboration of this work, it was observed that in the period of 2008-2018, 20 publications were found, between thesis, dissertations and articles with this theme, however, these numbers are small if analyzed the extent of the country and the time period. Another point to be highlighted in the research was the conception that the professionals of the area have on the definition of initial and continuing teacher training, in which there was a general division in the answers, in which a part of the teachers stated that they had had satisfactory training, while the other party reported that upon entering the labor market, he had difficulties due to the gaps that were not met at graduation. The surveys carried out by the applied questionnaires analyze data such as time of performance, academic training, level of education, subjects in which they teach, number of schools that work, municipalities in which they work and number of classes in which they teach. It was possible to obtain through the research, pertinent information, which generates a good expectation regarding the professional practice, besides giving the teacher a better vision of his profession