Tesis
Política de formação continuada de professores em escolas da rede pública municipal de ensino de Sorriso-MT : implicações entre formação e trabalho docente
Fecha
2014-12-16Registro en:
SILVA, Edna Coimbra da. Política de formação continuada de professores em escolas da rede pública municipal de ensino de Sorriso-MT: implicações entre formação e trabalho docente. 2014. 119 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2014.
Autor
Oliveira, Ozerina Victor de
http://lattes.cnpq.br/1863707315885015
Oliveira, Ozerina Victor de
406.219.521-68
http://lattes.cnpq.br/1863707315885015
Monteiro, Filomena Maria de Arruda
459.585.131-68
http://lattes.cnpq.br/7969849041476435
406.219.521-68
Hypolito, Álvaro Luiz Moreira
207.244.380-68
http://lattes.cnpq.br/7674934224612535
Institución
Resumen
This research is situated in the field of teacher formation, delimiting as object of study the
policy of continuing formation of teachers of the public schools of the city of Sorriso-MT and
its implications to the docent work, in the years of 2012 to 2013. The research is oriented by
the following questioning: How does the continuing formation of teachers of the public
schools of the city of Sorriso-MT occur and which is its implication to the constitution of the
docent work? This questioning allowed comprehending how the continuing formation is
happening in the public schools of the city of Sorriso-MT and where is the place of the
teacher in this policy. In the theoretical-methodological options, the research is ruled in the
cycle of policies of Ball (2001, 2005, 2006). This author emphasizes the policy as being a
continuum cycle, in which three contexts are featured: context of influence, of text and of
practice. This study intends to cover the cycle of policy of continuing formation of teacher of
the public schools. The methodology of the research has a qualitative perspective, with data
gathering through bibliographic study, documental study and interviews with the subjects
involved in the continuing formation during the period and place delimited. In the analysis, it
is considered that the continuing formation is a process of theoretical-practical construction,
which is constructed in the trajectory of the professional life of the teacher. The result of the
study of the documents and interviews analyzed indicates that the policies, of the continuing
formation of the teacher of the public schools of Sorriso-MT, are composed of several
programs coming from the federal and city government and from private institutions. Among
the initiatives, the project “Teacher’s Room” is featured, it is a formation in locus which aims
to give to the teacher opportunities of a formation that helps in his work, allowing the teacher
to be the protagonist in his formation, which strengthen the docent work, but in the same time,
has perspectives that could characterize as managerial influences. In this way, I conclude that
the continuing formation of teachers of the public schools of the city of Sorriso- MT is hybrid
under influence of the contradictory process of the formation. The project “Teacher’s Room”
in some aspects reinforce the technization of the teaching and makes the docent responsible,
which it is configured in the process of the docent disprofissionalization through the
technization of the teaching. Although in other aspects, it collaborates to strengthen of the
docent work through the contribution to the work and the docent autonomy when it is ruled in
the collective study of teachers aiming to serve their professional necessities. We observed
that this policy of continuing formation of teachers may be powerful if there is a distancing
from the managerial perspective and is the approximates to the collective study which
considers the theory and the practice of the docent formation as a way in the construction of
actions intending to strengthen the docent work.