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Trajetórias profissionais de formadoras de professores : o contributo do modelo de formação de Lauro de Oliveira Lima
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Orientador(es)
Resumo(s)
Este trabalho partilha a importância do educador Lauro de Oliveira Lima, criador de uma
abordagem pedagógica denominada Método Psicogenético, a partir dos estudos do cientista Jean
Piaget. Por meio desta abordagem, ele apresenta um novo olhar e um inovador modelo de formação
contínua de professores. O trabalho teórico e prático do educador tornou-se uma referência para os
formadores de professores no Brasil. O estudo aqui apresentado teve como finalidade compreender
as perspectivas de professoras formadas no Centro Experimental e Educacional Jean Piaget, em
Fortaleza, no estado brasileiro do Ceará, acerca de duas vertentes da obra de Lauro de Oliveira
Lima — a educação e a formação. A investigação foi desenvolvida a partir de relatos biográficos de
oito professoras de crianças em formação durante a década de noventa, na referida instituição.
Atualmente, todas atuam como formadoras de professores em diversos outros espaços. Os
pressupostos teóricos deste trabalho situam-se nos campos da formação contínua de professores, da
formação de formadores de professores e em modelos de formação pela pesquisa, a partir do debate
da figura do formador de professores como agente e colaborador de um projeto de formação em
contexto. Em consonância com as finalidades traçadas, foi desenvolvido um estudo empírico,
metodologicamente situado numa abordagem qualitativa de investigação, com inspiração
biográfica. As participantes revelaram as aprendizagens realizadas no contexto em que eram
professoras e a transferência dessas aprendizagens para a prática pedagógica com as crianças à
época, bem como para a própria prática atual de gestão e organização da formação de professores.
Identificou-se as aprendizagens promovidas pela concepção do educador no contexto da instituição,
designadamente para o desenvolvimento profissional dessas professoras, tanto como motivação
para a carreira quanto para as concepções desenvolvidas acerca da educação e da formação. A
análise dos dados permitiu a compreensão da importância da formação inicial e contínua para a
maioria dessas educadoras. Tais informações identificaram os saberes gerados pela imersão na
instituição como constructos para o seu desenvolvimento profissional, gerados por uma cultura de
autoformação e pelo potencial de um ambiente de heteroformação. Desse modo, foi possível
responder aos objetivos da investigação e constatar a existência de um modelo de formação e um
modelo pedagógico, reconhecidos como suporte para as aprendizagens promovidas a partir da
gestão e organização da formação vivenciada no Centro Experimental e Educacional Jean Piaget a
partir da obra de Lauro de Oliveira Lima.
This work shares the importance of the educator Lauro de Oliveira Lima, creator of a pedagogical approach called: Psychogenetic Method, based on the studies of the scientist Jean Piaget. In which it presents a new look and an innovative model of continuous teacher training. The educator's theoretical and practical work has become a reference for teacher educators in Brazil. The study presented here aimed to understand the perspectives of teachers trained at Centro Experimental e Educacional Jean Piaget, in Fortaleza, in the Brazilian state of Ceará; about two aspects of Lauro de Oliveira Lima's work - education and training. The research was developed based on biographical reports of eight teachers of children in training during the nineties, in the referred institution. Currently, they all work as teacher educators in several other places. The theoretical assumptions of this work are in the fields of continuous teacher training, teacher training and research training models, based on the debate about the teacher’s trainer image as an agent and collaborator of a training project in context. In line with the outlined purposes, an empirical study was developed methodologically based on a qualitative research approach, with biographical inspiration. The participants revealed the learning carried out in the context in which they were teachers and the learning exchange experience to pedagogical practice with the children at the time, as well as to the current practice of management and organization of teacher training. The learning environment promoted by the conception of the educator in the context of the institution was identified, namely for the professional development of these teachers, both as a motivation for the career and for the conceptions developed about education and training. The analysis of the data allowed the understanding of the importance of initial and continuous training for a great part of these educators, who identified the knowledge generated by immersion in the institution as constructs for their professional development, generated by a culture of self-education and the potential of a hetero-training learning environment. In this way, it was possible to answer the research goals and verify the existence of a training model and a pedagogical model, recognized as support for the learning promoted from the management and organization of the training experienced at Centro Experimental e Educacional Jean Piaget, since Lauro de Oliveira Lima's work.
This work shares the importance of the educator Lauro de Oliveira Lima, creator of a pedagogical approach called: Psychogenetic Method, based on the studies of the scientist Jean Piaget. In which it presents a new look and an innovative model of continuous teacher training. The educator's theoretical and practical work has become a reference for teacher educators in Brazil. The study presented here aimed to understand the perspectives of teachers trained at Centro Experimental e Educacional Jean Piaget, in Fortaleza, in the Brazilian state of Ceará; about two aspects of Lauro de Oliveira Lima's work - education and training. The research was developed based on biographical reports of eight teachers of children in training during the nineties, in the referred institution. Currently, they all work as teacher educators in several other places. The theoretical assumptions of this work are in the fields of continuous teacher training, teacher training and research training models, based on the debate about the teacher’s trainer image as an agent and collaborator of a training project in context. In line with the outlined purposes, an empirical study was developed methodologically based on a qualitative research approach, with biographical inspiration. The participants revealed the learning carried out in the context in which they were teachers and the learning exchange experience to pedagogical practice with the children at the time, as well as to the current practice of management and organization of teacher training. The learning environment promoted by the conception of the educator in the context of the institution was identified, namely for the professional development of these teachers, both as a motivation for the career and for the conceptions developed about education and training. The analysis of the data allowed the understanding of the importance of initial and continuous training for a great part of these educators, who identified the knowledge generated by immersion in the institution as constructs for their professional development, generated by a culture of self-education and the potential of a hetero-training learning environment. In this way, it was possible to answer the research goals and verify the existence of a training model and a pedagogical model, recognized as support for the learning promoted from the management and organization of the training experienced at Centro Experimental e Educacional Jean Piaget, since Lauro de Oliveira Lima's work.
Descrição
Dissertação de Mestrado, Educação e Formação (Área de Especialização em Organização e Gestão da Educação e da Formação), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Professores - Formação Formadores Método biográfico Modelos de formação Teses de mestrado - 2021