Formação continuada de professores que ensinam Geografia no município de Campo Verde/MT : narrativas em cartas pedagógicas

• Ano de defesa: 2022
• Autor(a) principal: Bandeira, Tagiana Maria da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Formação continuada on-line; Narrativas autobiográficas; Cartas pedagógicas; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Online continuing education; Autobiographic narratives; Pedagogical letters
• Link de acesso: http://ri.ufmt.br/handle/1/3900

The present research is linked to the Postgraduate Program of the Human and Social Sciences Institute of the Federal University of Mato Grosso – University Campus of Rondonópolis (PPGEdu/UFMT/CUR), in the research line Teacher Education and Public Educational Policies. The theme for the investigation was Continuing Education, in particular, the “Online Continuing Education” established by the Secretary of Education of Mato Grosso (SEDUCMT) and structured for the initial moment of the pandemic, given the current situation permeated by constant reformulations in the educational proposals of teachers, many of these changes deriving from emergency remote teaching, which drastically demanded the adaptation of teaching and learning, by the teachers as well as the students. From this context, this paper was guided by the following question: does the continuing education, offered by Seduc/MT to the teachers that teach Geography in the final years of Elementary Education and High School in the city of Campo Verde-MT, collaborate for the performance of their teaching practice, especially in the context of the pandemic? In the light of the foregoing, the aim was to analyze the deployment of the continuing education in the teaching practice of teachers of Geography, in the context of the pandemic, with the offer of “Online Continuing Education”. The investigation was developed by the qualitative approach, having as methodological resource the autobiographic narratives. As procedures and instruments for data gathering, it was adopted document analysis, the use of pedagogical letters and online discussion circles. For this research, participated five teachers who work in the final years of Elementary Education and High School, in three schools of the state network of the city of Campo Verde-MT. The produced data, through the autobiographies, were analyzed in the perspective of the comprehensive interpretative analysis and organized in three axes, entitled: 1) Educational Autobiographic Movement; 2) What perceptions, meanings, significances and challenges of the teaching career present the teachers of Geography regarding the continuing education developed by SEDUC in pandemic times? 3) Dialogues between researcher and participant: what do the narratives signalize? The results reveal that the teachers consider the continuing education an important action for collaborating with the conduction of the pedagogical act. It is verified that, although the education had been offered virtually and presented in an accelerated and standardized way, it contributed, in part, to the adaptation of the use of digital technologies in the school environment, however, it did not contemplate the field of Geography, neuralgic point when you think about the policy of continuing education in Mato Grosso. The participants still emphasized that the continuing education offered by Seduc-MT needs to attend the specificities of the teaching fields, especially the educational necessities of the teachers, enabling moments of exchange between pairs, otherwise, little will it contribute to their educational practices.