O desenvolvimento profissional de professoras que atuam em Primavera do Leste – MT : o aprender a ensinar no ciclo de formação humana

• Ano de defesa: 2012
• Autor(a) principal: Tomasoni, Adriana
• 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: Desenvolvimento profissional; Práticas docentes; Ciclo de formação humana; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Professional development; Educational practice; Training, human cycle
• Link de acesso: http://ri.ufmt.br/handle/1/864

Result of reflections of a research developed in PPGE - Research Line: School Organization, Training and Pedagogical Practices - Federal University of Mato Grosso – UFMT(Portuguese acronym), this study sought to understand the processes of construction of teacher professional development and had the problem : as the teachers who work in the Second Cycle of public schools of basic education of Primavera do Leste - Mato Grosso have been constructing the process of professional development of teaching? The study objectives are to understand the learning experienced by these teachers to develop their classes in the second cycle, analyze the priorities set by the teachers in teaching and learning process, how they organize work in the second cycle and which mobilize knowledge to do so. Qualitative research is theoretically anchored in the literature on teacher professional development particularly where dialogued with Marcelo Garcia (1999), Nóvoa (1991, 1992, 1999, 2000, 2009) and Mizukami et al (2002), the knowledge base for education backed by Shulman (2005), learning of teaching with Mizukami (2002, 2005) and Cycle Training in Human Mainardes (2007, 2009), Fernandes (2011) and SEDUC (2000). For the development of our research we used as a tool for data collection and recording of oral narrative teaching practices. The intersection of oral narratives and images recorded practices of the teachers surveyed revealed three axes, which were guiding the data analysis. The first was approached to discuss "Understanding the process of professional development through the teaching of concepts and narratives about education in general and the teaching methods adopted by teachers in day-to-day" where the focus is on professional education in action in classroom. In the second axis discussions turned to the question "Understanding the process of teaching and learning in the second cycle through the concepts and the teachers' narratives about their students," addressing the times and spaces of knowledge construction that provides Human Cycle Training looking at the student at different levels of development. And in the third strand entitled "Contexts and professional development", the search for understanding of what challenges and opportunities were highlighted in the performance of the teachers surveyed. The analyzes showed that the teachers surveyed are at different stages of professional development in teaching their life cycles and that they built some significant learning in the context of the Human Cycle Training. There is good will and a willingness to learn from the teachers surveyed, which constitutes a major plus point. By observing the actions of the teachers surveyed, it seems that the knowledge of experience is central in their practices. As evidenced during the analysis, the teachers surveyed building came in the midst of professional development, their learning teachers. The construction of learning to teach is being set up in the intertwining of the formative process, pedagogical practices and experiences / experiments in different contexts.