Práticas formativas em Mato Grosso sob o olhar de professores iniciantes

• Ano de defesa: 2014
• Autor(a) principal: Silva, Mendes Solange Lemes da
• 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; Práticas formativas educacionais; Professor iniciante; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Continuing education; Formative practices; Novice/beginning teachers
• Link de acesso: http://ri.ufmt.br/handle/1/413

This research is linked to the UFMT Graduate Program in Education (PPGEDU), Campus Rondonópolis. This research turns its view to the analyzes of the educational Formative Practices that have been developed by the Continuing Education, focusing on the training of beginning teachers by the approved project in Education Observatory (OBEDUC). The research was developed in a qualitative approach, adopting as instruments the document analysis, the questionnaire and interviews. The research included partners as managers, coordinators and formation organizers of public and private schools, and specifically six graduates as beginning teachers. This paper intended to investigate and to understand the Formative Practices of SEDUC-MT, of SEMED/Rondonópolis and of two private Rondonópolis schools, in its advisory support to the teacher egress of pedagogy and how it has helped them to the struggles and challenges faced in the initial experiences of teaching. To achieve the proposed goal, the following questions were adopted: Which training has been provided to beginning teachers in exercise in Rondonópolis? Which Formative Practices have been addressed in the proposed training for beginners? What do the reports of novice tell about these Formative Practices? How do these Formative Practices cater to beginners and nourish them to solve their troubles? The data collected during the research with collaborators and subjects of the research showed that the policies of Continuing Education of the state and local school systems are offered to all school professionals, and there is not yet a focus on teacher training with beginner, and as Continuing formation of the private schools investigated, according to the testimony of the subjects, the first one formation lies dormant and at the second one the meetings were evidenced only for guidance and take questions. The survey also reveals that in one of the municipal schools there is a differentiated monitoring, aimed specifically for the novice teacher and it happens.