Please use this identifier to cite or link to this item: http://repositorio.ufpa.br:8080/jspui/handle/2011/5374
Title: O que dizem os autores sobre formação docente no Estado do Pará
metadata.dc.creator: GALÚCIO, Euricléia do Rosário
metadata.dc.contributor.advisor1: COELHO, Wilma de Nazaré Baía
Keywords: Formação de professores
Profissão
Identificação profissional
Pará - Estado
Amazônia brasileira
Issue Date: 21-Mar-2014
Publisher: Universidade Federal do Pará
Citation: GALÚCIO, Euricléia do Rosário. O que dizem os autores sobre formação docente no Estado do Pará. 2014. 111 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2014. Programa de Pós-Graduação em Educação.
Abstract: In this study we aim to examine what is said in the relevant literature about Professional Teacher Training, in the state of Pará, with emphasis on the teacher´s process of identity and professionalization. From a theoretical-methodological perspective, we conducted a literature review, following a qualitative approach guided by the theoretical basis of Content Analysis of Laurence Bardin (2010). The corpus of our research was composed of document sources (books, articles, legislation), theses and dissertations registered in the CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) database, and on journals and other bibliographic productions of the workgroup on teacher professional training (GT 08) of the Associação Nacional de Pesquisa e Pós-Graduação – ANPED. We found that the professional training courses for teachers in the state of Pará grew significantly from the 2000s. This expansion has legitimized the increase of trained teachers, but it has not guaranteed efficiency in the quality of professional training courses, given the primacy of the pragmatic character established in the formative environments. A versatile and innovative teacher is required, but the courses offer a fragmented education. Regarding teacher identity, we understand that it makes a complex and sometimes contradictory path, marked by devaluation, lack of autonomy, and limitation to the classroom teaching, but also by resistance, which reflects the image of a critical and active teacher. Teacher professionalization shows some weaknesses due to the lack of investment in the tripod teaching, research and extension, since research and extension are considered as having secondary roles in teacher professional development courses in the state of Pará.
URI: http://repositorio.ufpa.br/jspui/handle/2011/5374
Appears in Collections:Dissertações em Educação (Mestrado) - PPGED/ICED

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