Desenvolvimento Profissional De Docentes Participantes Do Programa De Residência Pedagógica Da Unifesp

• Ano de defesa: 2017
• Autor(a) principal: Pires, Ana Paula Reis Felix [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Continuing Teacher Education; Professionalism; Professional Development; Pedagogical Residence Program; Formação Continuada De Professores; Profissionalidade; Desenvolvimento Profissional; Programa De Residência Pedagógica
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5071516; http://repositorio.unifesp.br/handle/11600/50242

The present research investigated the professional development of teachers within the school institution, based on the insertion of the Teaching Residency Program (PRP- Acronym in Portuguese). It aimed to investigate the professional development of public school teachers of Guarulhos city, inserted in the PRP. The implications of PRP actions on the professional development of participating teachers were analyzed. The PRP, an initial formation program that composes the pedagogical project of the pedagogy course of the Federal University of São Paulo, has an organization of its own curricular internship and methodology and, at the same time as it is an internship program, it is also a continuing training program. It is based on the assumption that it can contribute to the training of the teachers participating in the program by offering subsidies for the work carried out and, at the same time, by developing a professionalism based on the critical thinking of practice, study of theory and research. Analyses of authors as Garcia (1999, 2009, 2012), Sacristán (1999), Imbernón (2004, 2009), Freire (1991, 1997, 2002, 2011), Day (1999), Giglio; Lugli (2013), Gomes (2011), Silvestre (2011) e Panizzolo et. al. (2012), were references in this study that had as a goal, a review of the literature on professional teacher development. It described the Program of Pedagogical Residence of UNIFESP and its form of organization; It described and analyzed how the insertion of PRP in public city school takes place; It identified what training actions the program triggers at school; It verified if spaces are created for reflection on the teaching practice, based on the PRP; It identified aspects that consolidate the processes of continuing education of the teachers in these schools based on the Program; It identified other aspects that implicate in professional teacher development related to the insertion of the school into the Program. This is a research of a qualitative approach, which had a field research carried out by professionals who work in a public school in the city of Guarulhos and take part in the PRP, through observation and autobiographical narrative as procedures of data collection. Analyzing the data in the light of the referential, we concluded that the teachers participating in the PRP recognize the contributions of the program to their professional development, debate the teaching from the observation of the actions of the residents and the participation in the formations offered by the university.