Tesis
Formação continuada de professores em serviço: implicações no processo do desenvolvimento profissional
Fecha
2018-08-22Autor
Fontoura, Marta Regina
Institución
Resumen
This dissertation, which is part of the research line LP2 Pedagogical Management and Educational
Contexts of the Post-Graduate Program in Public Policies and Educational Management, Professional
Master's, Federal University of Santa Maria. The objective of this study was to understand the
processes of continuing teacher training in the Marieta D'Ambrósio State School of Education in Santa
Maria / RS, as well as the aspects that characterize it in planning and implementation. Subsequently to
signal parameters in the elaboration of formative processes with a view to the orientation and the
accompaniment of the teachers involved. We understand that understanding the ongoing training
processes of in-service teachers requires an opportunity to share experiences and knowledge in a
collaborative way. To that end, we sought answers to the problem: How did the processes of
continuous teacher training in service developed at the school impact on the professional development
of teachers? This qualitative study sought to understand how the school organizes the formative
processes carried out in the school space; the challenges that the school and teachers face in the
realization and implementation of continuing education; that relations can be established between the
processes of in-service teacher education and the Pedagogical Political Project, and that actions can
make a proposal of school organization based on the demands evidenced in the research. As
instruments of information collection were used semi-structured interviews directed to four members of
the directive / pedagogical coordination team and eight teachers. The interviews were developed
according to the stages of the Bardin Content Analysis, with three categories in the first question:
participation in the planning of continuing education in the school; organization of teacher training
activities and as provided for in the Pedagogical Political Project; evaluation of teacher involvement in
the formative actions organized by the school. For the second question were two categories:
challenges faced by the school in carrying out the training actions and strengths and weaknesses of
the ongoing training processes you experience in school. In the third question were four categories:
conception of continuing education; relations of the formative actions with the expectations of the
teachers of the school and what favor the professional development; investment in the continuing
formation of teachers in the school and relation of the formative processes with the Political
Pedagogical Project. As results, the main intensifiers were found: female teachers in the formative
actions of the school; continuing education; exchange between peers and experiences; Listening,
dialogue among those involved; orientation and accompaniment of the teachers; social and wage
devaluation of teachers and democratic management. Faced with this, it was noticed the need for
pedagogical accompaniment and organization of spaces for meetings that favor the exchange,
integration and the possibility of the teachers to participate in the organization of school work. These
findings allowed the construction of the proposal in the fourth question that corresponds to the
product: the organization and implementation of a Continuing Training Program for Teachers in
Service, involving the teachers of the Initial Years, through a Working Group and Study.