Leituras na formação contínua de professores : qual é o espaço na escola?

• Ano de defesa: 2013
• Autor(a) principal: Penasso, Jane Iris Araújo Cabrera
• 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 de professores; Leitura; Formação contínua; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teacher education; Reading; Training
• Link de acesso: http://ri.ufmt.br/handle/1/1176

This work resulted from a Master research carried out at the Education Post Graduation Program from the Federal University of Mato Grosso, Rondonópolis Campus (PPGEDU / UFMT / CUR), in the Teacher Traning and Public Policy branch. The main objective was to investigate the reading practices done in study groups at two public elementary schools in the city of Rondonópolis in Mato Grosso State in order to analyze its contributions in training participants. One of the schools is Statual and the other is Municipal. Therefore, research got support on theoretical assumptions of qualitative approach and on ethnographic research methodology carried out through observations made along teachers’ working time reserved for group study in the observed schools, for collecting the materials used in their study meetings, and for interviewing six coordinators responsible for teacher training in the school. Concepts related to teacher education, teacher’s knowledge and teacher training were the base to data analysis and interpretation. Specific aspects on reading, reading practices and teachers’ reading were presented in the text so it could help analyzing the data collected. Results indicate discontinuity on the topics covered in the training meetings, and it can characterize teachers’ reading practices as timely and fragmented, as well as the absence of sharing successful teaching experience, and of the teaching materials whether text material or for theoretical study. Reading practices analyzed by the survey pointed out to the fact that the study of topics and text reading, which potential could downsizing teaching practice, occupied a secondary place at discussions proposed. It was possible to infer many similarities between both the two training loci investigated, in which it was identified low use of studying reading as a tool to theoretical development of the participant members of the study groups and of the reflections on and about the teaching practice, generating negligible contributions to the professional performance.