FORMAÇÃO CONTINUADA DE PROFESSORES NA ESCOLA: prática docente e autonomia pedagógica na Educação Infantil

• Ano de defesa: 2014
• Autor(a) principal: Dutra, Rosyane de Moraes Martins
• Orientador(a): MELO, Maria Alice
• Banca de defesa: Nascimento, Ilma Vieira do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação de professores; Educação infantil; Autonomia pedagógica; Prática docente
• Palavras-chave em Inglês: Teacher training; Early childhood education; Pedagogical autonomy; Teaching practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/278

This study comprises the process of planning and conducting the continuing education of teachers working in a school for Early Childhood Education of the City of St. Louis Public Network - MA for investigative purposes of teaching practices that led to a progressive pedagogical autonomy in their own space school, in the period 2009-2011.'s tessitura of this research is based on a qualitative approach, but precisely in the case study. To do so, made use of interviews and questionnaires, while methodological tools in order to get the data they provided the information regarding the participating subjects. Authors and Fusari e Rios (1995), Gadotti (1997), Freire (1999), Nóvoa (1999) Imbernón (2002), Contreras (2012) and Tardif (2012) contributed with reflections on teacher education in Brazil. We analyze the conceptions of teacher gifts every decade in Brazil, identifying categories of pedagogical autonomy and teaching practice. We discuss policies Childhood Education that revealed facts and concepts that mark the beginning of the proposed training of teachers working with young children. Also, in a course on training programs promoted by municipal policies, we analyze training programs for teachers of SEMED 2000s, among them the Dreams of the Future Project and Program St. Louis Te I Reading and Writing. The results of this study revealed a proposal for continuing education that was programmed by the very pedagogical team and that motivated the development of autonomy in school.