Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Santos, Larissa Daiane Pujol Corsino dos |
| Orientador(a): |
Zanella, Diego Carlos |
| Banca de defesa: |
Pipitone, Maria Angélica Penatti,
Santos, Eliane Aparecida Galvão dos |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Ensino de Humanidades e Linguagens
|
| Departamento: |
Ensino de Humanidades e Linguagens
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1094
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Resumo: |
In order to validate the belief that the continuing education of teachers establishes active links between research and practice, involving educators and the school, this dissertation report describes the action research carried out by the experimental sequence of training activities, aided by the inquiry (or research) and centered permanent formation of the school, as proposed by Francisco Imbernón, intending to create a continuous formation underlined by the teacher's commitment to research concentrated in the context of his school. From the following research problem "How to build a continuous and permanent formation that rescues in the teacher the exercise of research focused on his work unit, emancipating his professional identity, his self-affirmation and leadership, in the relevance to the success of the school?", the The training experience took place during the 2021 school year, with Elementary School teachers - Initial Years of a public school in the State of Rio Grande do Sul. The objectives briefly contemplated: analyzing the impacts of continuing education through the rescue of research in parallel with the evolution of the school; emphasize the principles of democratic management in the training support of its teachers; cultivate a training path with active exercise of teacher emancipation, at the subjective and professional levels, highlighting elements whose historicity of the school and the considerations of its professors define the sequence of the activity. In this study, the opinion of the school management, collected through an interview, was added to the answers of two questionnaires applied to teachers, as a requirement for the practical elaboration of action research. Both models, theoretically based on a bibliographical research, were detailed in the role of continuing education in school, in order to turn the teachers' gaze to the contextualization and awareness of this excellent object of study conducted by the restructuring of identity, autonomy and teaching leadership. Educators mobilized meetings based on the reading and analysis of these models, listed in the contributions of the participants themselves, in addition to creating and building their own continuous training allied to the Learn More studies, coming from the State Department of Education. During the development of training practices, teachers adjusted this course to the reality of this school, considering bringing them closer or reformulating them for an aesthetic teaching education that overcomes the technical training paradigm of distribution and monitoring. This was reflected in the improvement of the relationship with the training inconsistency, witnessed in the case study that inspired this action research, trying to sensitize teachers to the maintenance of resources in favor of an innovative training, based on the attitudinal re-elaboration of their personality beyond classroom, materializing in democratic school management. Teachers promoted ideas for teaching otherness, extending the positive impact of research to the performance of their students. An objective index of this result is scored in the evaluation of the school in the Sistema de Avaliação do Rendimento Escolar do Rio Grande do Sul (SAERS): in 2021, the percentage of 93% of the Initial Years surpassed the state average income of 70%. It is comproved, therefore, continuous training aimed at teaching self-affirmation ensures a collective autonomy of knowledge, conditioning the educational practice in favor of leadership supported by the school mainstay. |
