Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Soraya Cunha Couto Vital |
| Orientador(a): |
Sonia da Cunha Urt |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Fundação Universidade Federal de Mato Grosso do Sul
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Link de acesso: |
https://repositorio.ufms.br/handle/123456789/4083
|
Resumo: |
The continuing education of teachers is the object of study of this doctoral work, understood as a process that occurs permanently/constantly, interrelated to initial training, and should aim at articulation with/and the production of scientific, pedagogical knowledge, ethical and political necessary for human development, the exercise of autonomy and teaching activity. In view of this, the main objective is to understand which continuing education project for teachers is proposed in public schools in Campo Grande-MS and analyze it in the light of Historical-Cultural Psychology. The critical analysis takes place on the theoretical-methodological contribution of this Psychology, mainly through the postulates of Vigotski and his interlocutors, from the epistemological framework of Historical-Dialectical Materialism, because assumptions offer support for a view of the subject's totality, considering it from a polysemic perspective, aggregated with social relations and capable of thinking about reality and transforming it. For data collection and investigation forwarding, bibliographic research, survey of academic productions in CAPES and South Mato Grosso public universities – UFMS, UFGD, UEMS – theses and dissertations databases were carried out, and a search in the works library of the ANPED GT 08 – Teacher Training. In addition, a mapping of educational policies for teacher training was carried out – Resolutions 01/2002; 02/2015; 02/2019; 01/2020, with an analysis of the guiding principles of training, the conception of training and the conception of teacher/teaching, from the way they indicate norms, goals and strategies for the teacher training process. Semi-structured interviews were also carried out with teachers and technicians/professionals from continuing education coordinators and superintendents of the Municipal Education Secretariat of Campo Grande/MS (SEMED/CG) and the State Secretariat of Education of Mato Grosso do Sul (SED/MS) . The study showed that, within the educational context, teacher education has been configured as a field of dispute for conceptions of the world, of man, of society and, above all, of education. Therefore, to think about the continuing education of teachers, it is necessary to think about education in its broadest sense, which requires policies and pedagogical propositions that consider the place of the fundamental actor of/in the training process: the teacher, especially if it is for a conception a broad range of citizenship and emancipatory training. However, the scenario of Brazilian educational policies, with specificity to the teacher education policies considered in this thesis, establishes a set of conceptions and propositions conforming to a technicist logic, restricted to teaching skills and abilities in a process of linking to the Common National Curriculum Base (BNCC) and the National Curriculum Base (BNC) proposed in Resolution 01/2020. This scenario is antagonistic to the proposition of the repealed Resolution 02/2015 and to the historical objectives built by the National Association for the Training of Education Professionals (ANFOPE) and other similar entities, configuring itself as a setback in the teacher political education. In the Campo Grande context, public basic education networks have reverberated the same training logic, with proposals that are carried out with evident interpenetration of the public and private spheres, assistance to educational entrepreneurship and the failure to carry out training designed for the development of teacher, based on theoretical-methodological conceptions that do not understand it as a workforce for the maintenance of the capitalist system, but allow the appropriation of systematic scientific knowledge that originate elements to act in society in an emancipated manner, resisting and going beyond the determinations that are imposed on you. Keywords: Continuing education. Teachers. Technical Departments of Education. Theoretical-Methodological Bases. Historical-Cultural Psychology. |
