Perspectiva docente quanto a formação continuada de professores no município de Guaçuí-ES

• Ano de defesa: 2023
• Autor(a) principal: Morais, Iêni Silva Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Políticas Públicas; Formação Continuada de Professores; Desenvolvimento Docente; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/17115

This study is part of the research line School Practice, Teaching, Society and Teacher Training of the Graduate Program in Teaching, Basic Education and Teacher Training at Universidade Federal do Espírito Santo and the main objective of this research is to analyze how teachers comprise the Continuing Training made available to them. The present work is included in the Field of Educational Public Policies for Teacher Training, specifically the Policies for Continuing Teacher Training. From this perspective, a case study was developed at Escola Municipal de Ensino Fundamental Deocleciano de Oliveira in the municipality of Guaçuí/ES, in order to, through the teaching perspective, characterize the proposals for Continuing Education, analyzing their specific legislation and understanding their association with teaching practice and development. In this sense, it is based on theoretical references in the area of Initial and Continuous Training of Teachers and in the area of Educational Public Policies. To carry out data collection, document consultation was used, analysis of federal, state and municipal legislation, semi-structured interviews with teachers and observation with registration in the Field Diary. Data analysis was carried out using the method/data triangulation technique, which allows for the maximum breadth in the description, explanation and understanding of the field of study assumed by Triviños (1987). In this context, it was decided to build four Thematic Axes: Conceptualization, Teaching Autonomy, Practice and Professional Development. Thus, we consider that teachers need Continuing Education Policies that meet their daily needs and are linked to their Professional Development, both in terms of practical actions combined with theory and in terms of career progression.