Práticas de formação continuada da EJA pelo olhar investigativo da formadora

• Ano de defesa: 2014
• Autor(a) principal: Martins, Cássia Cristina [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Teachers, Training of; Educação; Professores - Formação; Educação de adultos; Mediação
• Link de acesso: http://hdl.handle.net/11449/134166; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/22-01-2016/000857642.pdf

I have participated and coordinated a group of Youth and Adult Education teachers (EJA) in the context of Pedagogical Work Time Collective, in a city in the state of São Paulo. The process of formation of these teachers was developed over nine meetings in which we discussed the reading practices in adult education. The research analyzed what strategies and interventions were being developed as a teacher trainer with these professionals and reflection on the challenges and difficulties faced by me to promote a process of formation attentive to the shared production of knowledge at school. The search is to list principles that allow drawing a proposal for continuing education. The research is qualitative in the formation of novel perspective (LARROSA, 2007). For the production of data were used as instruments transcription of the nine meetings (20 hours), the researcher notebook, written productions of the teachers, called read-only memory, the recommendations to a beginning teacher (group), reading activities (group), reading practices (individual) and individual assessments. Data analyses consider the evidentiary paradigm (GINZBURG, 1989). The work makes it clear that a proposal for continuing education attentive to the shared production of knowledge involves the redemption of the practices of reading and writing, the use of other languages in training and socialization practices and knowledge built in the school context. It is noteworthy that a formative committed to this formative proposal need to consider the importance of dialogue, mediation and recognition of the knowledge of the other assuming an investigative posture