Formação continuada de professores e movimentos da docência: espaço escolar em auto(trans)formação

• Ano de defesa: 2017
• Autor(a) principal: Brollo, Angela Cardoso
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Formação continuada de professores; Auto(trans)formação; Anos iniciais do ensino fundamental; Gestão escolar; Políticas públicas; Continuing teacher training; Self (trans) training; Early years of elementary education; School management; Public policies; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/14761

This Master's Degree in Public Policies and Educational Management, developed in the line of Policies and Management of Basic and Higher Education, of the Postgraduate Program in Public Policies and Educational Management, aimed at the shared construction of a proposal of continuous training of teachers of the elementary education years at EMEF Professor Altina Teixeira. Its perspective was to enhance self (trans) training in teaching. It was anchored methodologically in the qualitative approach, whose technical procedure was the pedagogical research, in which it was used the dialogue group, the memorial, the participant observation and the documentary analysis. The research collaborators were the teachers of the early years and management team of EMEF Professora Altina Teixeira, located in the municipality of Santa Maria - RS. In relation to continuing teacher training, this research found its main contribution in Freire (1981, 1986, 1996, 1997, 2001, 2003), Nóvoa (1991, 2009, 2017), Imbernóm (2000, 2010) and Vogt (2012). The concept of self (trans) training was based on Henz and Toniolo (2015). As for educational public policies, we sought to provide a foundation in Gatti (2000, 2016) and Dourado (2015), in addition to the normative frameworks related to the training of education professionals. It was concluded that for collaborators a training process should be based on collective discussion and reflection, exchange of experiences, sharing of experiences and acquisition of knowledge. The teachers' statements brought the expectation of making the space of pedagogical meetings a locus of training, in which the practices, difficulties and anxieties of daily life in relation to pedagogical action could be discussed, studied, worked out, shared and overcome by each new meeting. In this sense, it happened the shared preparation of the training proposal. It is considered that the construction of this proposal of shared continuing training, the product of this research, has the potential to contribute to the qualification of the teaching action. It is because it starts from principles such as group involvement, collaborative work, analysis and reflection of pedagogical practices, of the study based on theoretical and regulatory frameworks of educational policies, as well as the understanding of dialogue as a learning resource. Thus, it is argued that this study can contribute to the scientific community in the area of teacher training, as well as to promote, through the analysis and reflection of self (trans) formative processes of teaching in the school space, locus of this research, made possible by the construction in a collaborative way of the proposal of continuing teacher training.