A carregar...
Publicação
Formação continuada de professores do ensino fundamental centrada na escola : reflexão e pesquisa-ação para a mudança de concepções e práticas de alfabetização e letramento
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.07 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A presente tese enquadra-se na linha temática da formação de professores e buscou articular em um mesmo processo, investigação e formação contínua. Para tanto, desenvolveu e analisou uma prática de formação contínua de professores alfabetizadores centrada na escola, tendo em vista a mudança de concepções e práticas alfabetizadoras. Além disso, foi desenvolvida também uma pesquisa-ação baseada nas concepções de professor reflexivo e professor pesquisador. O lócus da investigação foi uma escola pública estadual de Ensino Fundamental (EF) de pequeno porte, localizada na periferia da cidade de Belém, Estado do Pará, Brasil. Participaram da investigação-formação quatro professoras que atuam do 1º ao 3º anos do EF e a investigadora. Optou-se pelo paradigma crítico orientado pelos pressupostos da abordagem qualitativa como a mais adequada para esta investigação. Para a produção de dados foram utilizadas diferentes técnicas durante a formação e a pesquisa-ação, entre elas: entrevistas (inicial coletiva e final individual), sessões de formação/reflexão, observação participante e análise documental. Os resultados indicam que tanto a formação contínua quanto a pesquisa-ação desenvolvidas durante um ano letivo na Escola constituíram-se na primeira experiência formativa que as professoras participaram, levando-as a uma reflexão de suas práticas alfabetizadoras as quais foram indutoras de mudanças, repercutindo na qualidade do trabalho pedagógico. Conclui-se que não só é possível, mas desejável, que os professores atuem como criadores, planejadores, organizadores e gestores de projetos formativos e de pesquisa que visem a melhoria de suas práticas. Quando o projeto de formação contínua em serviço é gestado, associado ao projeto educativo da escola e parte das necessidades formativas dos professores, tende a ser mais legitimado pelas docentes. Conclui-se, também, que práticas colaborativas entre a escola e a universidade podem constituir-se como agenda promissora entre as instituições envolvidas e como elemento importante para o processo de desenvolvimento pessoal e profissional de professores, principalmente no âmbito paraense, e, por fim, que a formação contínua centrada na escola e a pesquisa desenvolvidas como atividades sistemáticas no interior da escola são ainda um grande desafio devido às precárias condições de trabalho, bem como a crença dos professores de que tais atividades são um trabalho acrescido.
This thesis is part of teacher training thematic line and sought to articulate in the same process, research and continuous training. In order to do so, it developed and analyzed a practice of continuous training of literacy teachers centered in the school, considering the change of conceptions and literacy practices. In addition, an action research was developed based on the conceptions of reflexive and researcher teacher. The locus of the investigation was a small public school, located in the outskirts of the city of Belém, State of Pará, Brazil. Four female teachers from the 1st to 3rd year of Primary School and the researcher participated in the research training. We chose the critical paradigm guided by the assumptions of the qualitative approach as the most adequate for this investigation. For data production, different techniques were used during training and action research, among them: interviews (initial collective and individual final), training / reflection sessions, participant observation and documentary analysis. The results indicate that both the continuous formation and the action research developed during a school year were the first formative experience that the teachers have participated, leading them to a reflection of their literacy practices, which were conducive to change in the quality of pedagogical work. It was concluded that it is not only possible, but also desirable, for teachers to act as creators, planners, organizers and managers of training and research projects aimed at improving their practices. When the ongoing in-service training project is developed, associated with the school's educational project and part of the teachers' training needs, it tends to be more legitimized by the teachers. It was also concluded that collaborative practices between the school and the university could constitute a promising agenda between the institutions involved. In addition, they represent an important element for the process of teachers’ personal and professional development, especially in the Paraense context. Finally, school-based continuing education and research developed as systematic activities within the school are still a major challenge due to precarious working conditions, as well as teachers' belief that such activities are an added job.
This thesis is part of teacher training thematic line and sought to articulate in the same process, research and continuous training. In order to do so, it developed and analyzed a practice of continuous training of literacy teachers centered in the school, considering the change of conceptions and literacy practices. In addition, an action research was developed based on the conceptions of reflexive and researcher teacher. The locus of the investigation was a small public school, located in the outskirts of the city of Belém, State of Pará, Brazil. Four female teachers from the 1st to 3rd year of Primary School and the researcher participated in the research training. We chose the critical paradigm guided by the assumptions of the qualitative approach as the most adequate for this investigation. For data production, different techniques were used during training and action research, among them: interviews (initial collective and individual final), training / reflection sessions, participant observation and documentary analysis. The results indicate that both the continuous formation and the action research developed during a school year were the first formative experience that the teachers have participated, leading them to a reflection of their literacy practices, which were conducive to change in the quality of pedagogical work. It was concluded that it is not only possible, but also desirable, for teachers to act as creators, planners, organizers and managers of training and research projects aimed at improving their practices. When the ongoing in-service training project is developed, associated with the school's educational project and part of the teachers' training needs, it tends to be more legitimized by the teachers. It was also concluded that collaborative practices between the school and the university could constitute a promising agenda between the institutions involved. In addition, they represent an important element for the process of teachers’ personal and professional development, especially in the Paraense context. Finally, school-based continuing education and research developed as systematic activities within the school are still a major challenge due to precarious working conditions, as well as teachers' belief that such activities are an added job.
Descrição
Tese de doutoramento, Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Teses de doutoramento - 2018