Programa Ensino Médio em Rede: fase I sob a ótica de professores da rede pública estadual de Carapicuíba

• Ano de defesa: 2007
• Autor(a) principal: Borges, Magali
• Orientador(a): Mizukami, Maria da Graça Nicoletti
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: formação continuada de professores; desenvolvimento profissional da docência; ensino médio; ensino médio em rede; política pública educacional
• Palavras-chave em Inglês: continued formation for teachers; professional development of teaching; average education; average education in net; educational public politics
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24907

The present research had for objective to investigate the process of professional development and learning of the teaching of a group of teachers of the public of education of the city of Carapicuíba, from the program of continued formation Ensino Médio em Rede fase I they offered during the years of 2004 and 2005. It was broken of the existing theories concerning the reflective professional, the thought of the teacher, therefore if it intended to investigate where measured the formation continued for teachers it can and it must be a reflection instrument so that the same ones can face the quandaries of the profession appeared in this beginning of century where the educative dimension of the teaching work becomes each bigger and more forceful time. The interpretative analisys of the data made it possible to outline the teachers processes and routes, as well as their significations and re-significations after the formative phase of the course. The gotten results had indicated which were the contribution of the program of formation analyzed for the evolution of the levels of profissionalization of the teachers and its importance for the process of professional development and learning of the teaching, perceived in the valuation of the relation with the profession, in the valuation of the identities of the involved teachers, in the desire to always continue learning and producing new knowledge pedagogical, thus increasing the teaching autonomy.