A política de formação continuada dos professores do ensino médio de uma escola estadual do município de Diamantino/MT

• Ano de defesa: 2014
• Autor(a) principal: Nobile, Michelle Graziela de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Ensino médio; Formação continuada; Cefapro; Ciclo de políticas; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Secondary; Continuing education; Cycle policy
• Link de acesso: http://ri.ufmt.br/handle/1/298

This thesis aims to understand the continuing education policy at the school, the discourses, strategies and training needs of secondary school teachers of a public school of the City of Diamantino/MT. In this context, the central question of this study is: What policy of continuing teacher education is designed and developed in a state secondary school in the City of Diamantino/MT? The methodological approach is qualitative interpretive, with the policy cycle approach formulated by Ball et al (1992 apud Mainardes, 2006), and Ball (2011). In this research the context of text production and the context of practice were addressed. The first to analyze political texts produced by national, state education system and the school, and the second, to review the implementation of the proposed continuing education for secondary school teachers. The research locus is a state school in the city of Diamantino/MT. The research subjects are eight school teachers who work in high school, the director of the school and the pedagogical coordinator studied; pedagogical coordinator of continuing education Cefapro of the Diamantino/MT trainer and teacher responsible for the school studied. The resources used to collect the survey data were questionnaires and interviews. The theoretical foundation is guided by the studies of Ball et al (1992 apud Mainardes, 2006) and Ball (2011), to examine educational policies, as well as Nóvoa (1992), Garcia (1992, 2005) and Imbernon (2010), as regards training and continuing education of teachers in the perspective of professional development, both Kuenzer (2000), Frigotto (2002) and Frigotto and Ciavatta (2004), with regard to the high school teacher in policy formation teachers in Brazil, official texts in the State of Mato Grosso, with regard to its policy of continuing education for teachers of basic education. The analysis of the data were organized into five areas of study – the School Studied; The organization of secondary education at the school; Continuing Education and developed in the School; The role of Cefapro; Other local Training – whose results infer the need for and more systematic monitoring and evaluation during the complex development of these training school for the state Department of Education, since the analysis of this study suggested the need to improve the link between school and Cefapro. The results of this research showed that there is no specific training for high school teachers developed by the state education system, and pointed out flaws in the training offered to professionals of Basic Education of the state system, especially during the planning phase, we have not considered performing a diagnosis of the real training needs of these professionals.