Navegando por Assunto "Continuing education"

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Educação permanente em saúde: mecanismo indutor do processo educativo no cotidiano do trabalho
(Universidade Federal do Pará, 2016-02-29) DIAS, Geyse Aline Rodrigues; LOPES, Márcia Maria Bragança; http://lattes.cnpq.br/6740484061412959
The study aims to reveal the development of health continuing education proposal (EPS) on a Pará municipality, identifying difficulties and their influence in the educational process in health work daily, in view of the need to discuss on the National Policy of Permanent Education in health (PNEPS) in order to modify the practices, qualify the health care, to evaluate their influences and reflexes to consolidation of the Unified health System (SUS). In the theoretical referential, are used the assumptions of liberating pedagogical concept of Paulo Freire. Participated in the study forty-three (43) subjects, including coordinators and other health professionals involved in permanent education proposals in the Benevides-PA municipality.It consists a study of holistic single case, from a qualitative approach and, according to its objectives, with an explanatory and descriptive strategy (YIN, 2005). The data collection period was from February to June 2014, through focused interview guided by Yin (2015), from the use of interview protocol. Was used to analyze a general analytical strategy named "Couting on theoretical propositions," directed by Yin (2015), founded on the theoretical propositions of Continuing Education in Health and Educational Process in the Labour Everyday Health, followed by analytical procedure Strauss; Corbin (2008), from which emerged a total of three (03) categories, which are : "Understanding on Permanent Education in Health", "Process of Continuing Health Education experienced in Labor Daily", "Importance of Continuing Education in Daily the work in Health "; eight (08) subcategories, namely: "Concept of Continuing Education in Health", "Objective of Continuing Education in Health", "Demands of actions to be taken", "Development of Permanent Education Project Health"; "Development of the actions of Continuing Education in Health", "Difficulties in the development of the actions of Continuing Health Education", "Evaluation of the actions of Continuing Education in Health" and "Influence of Continuing Education in Health in daily work." The results showed that the development of EPS proposal deployed in the city is in its initial phase, because from that guides the PNEPS, interaction and coordination is essential between the levels of government, health workers, education and the community, however , was evidenced of a vertical relationship process, management hierarchical and centralized, with a predominance of traditional educational processes, the transfer of information with little or no process of critical reflection of reality. It is understood that the municipality is experiencing a challenging phase implementation of EPS, in this perspective, it is suggested to prioritize and create more moments and collective spaces, and dialogic participatory planning with all stakeholders, so as to foster horizontal processes of health production, preparation and development of problem-solving educational activities, critical and reflective, that meet the real needs of workers and users, as well as contribute to the motivation and professional appreciation , developing and expanding the services and collaborating effectively with the SUS consolidation.
Acesso aberto (Open Access)
Formação continuada para professores dos anos iniciais: uma proposta para o ensino das operações de adição e de subtração, fundamentada na Teoria das Situações Didáticas
(Universidade Federal do Pará, 2019-06-07) LEAL, Edilene Fernandes; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740
This paper reports research on the practice of continuing education of teachers who work in the early years of elementary school (EF), developed in a specialization course in mathematics education for the early years of elementary school at the Institute of Mathematical and Scientific Education (IEMCI). ) of the Federal University of Para (UFPA). It is, therefore, a qualitative investigative course, in the action research modality, whose objective was to investigate in what terms the Theory of Didactic Situations can help in the continuous formation of teachers for the teaching of addition and subtraction operations in the early years. Elementary School, having as organizing lenses these practices, Brousseau's Theory of Didactic Situations (TSD). Over the four months, from March to June 2018, in which we were in the classroom, the actions were followed up and recorded through a questionnaire, audio recording and material produced by the teachers, as well as the researcher's personal notes in a notebook. field. The collected material was treated and organized into categories, which wereanalyzed mainly, but not exclusively, from the theoretical framework built for this purpose. Narrative analysis reveals that teachers need to know the object of knowledge, as well as to establish a relationship with their teaching, that is, to know to organize didactically the knowledge for students to learn.
Acesso aberto (Open Access)
Memórias de alfabetizadores matemáticos em processo de formação continuada
(Universidade Federal do Pará, 2017-12) SILVA, Fabio Colins da; MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver
This text is an excerpt of the dissertation entitled "Knowledge Teachers in the/of the Continuing teacher training to teach Mathematics in Literacy Cycle", investigated the teaching knowledge mobilized in the/of the continued training literacy teachers. The research was context the Federal Program National Pact for Literacy in the Age One. The locus of the investigation was the city of Marabá, Pará State, Brazil. The subjects of this study were five literacy teachers. The survey was conducted between March 2014 and January 2015. The construction of the information was given from the records of the activities carried out by literacy teachers during the municipal formation meetings, their practice reports and their experience reports. The methodology used was the analysis Text Analysis Discourse. You can say that through the memories teachers training process can mobilize knowledge required for mathematical literacy practices.
Acesso aberto (Open Access)
O mundo do trabalho e suas implicações no currículo da formação continuada de professores
(Universidade Federal do Pará, 2015-06) FERNANDES, Roseane Reis
This theoretical study addresses the influence of the ! eory of Human Capital in the schedules and curricula of teacher continuing education, to defend the school’s responsibility to reassemble new model of education, whose teaching form students who meet and adapt, excessively, economic transformations, technologies, political and social contemporaneity. Carnoy (2006); Frigotto (2006); Pires (2005); Shultz (1971) argue that certain segments of society such as politicians, businessmen, organizations, among others, consider the fundamental element schooling process in human capital formation for economic competitiveness and progressiveness of social wealth and individual income. thus, the curriculum of continuing education programs for teachers is a central training for this demand.
Acesso aberto (Open Access)
PC_Edu: proposta de recurso educacional digital para formação continuada de professores em pensamento computacional
(Universidade Federal do Pará, 2025-04-15) ARAÚJO, Katia Regina Pimentel; MERLIN, Bruno; http://lattes.cnpq.br/7336467549495208; https://orcid.org/0000-0001-7327-9960
This research developed and validated a digital educational resource (RED) aimed at the continuing education of basic education teachers in computational thinking (CT), with the main objective of improving pedagogical practices on this topic and contributing to the systematization of its paradigms, as established by the guidelines of the National Common Curricular Base (BNCC). The literature review included relevant productions on teacher training in CT, with emphasis on works found in the Mendeley, CAPES and Google Scholar databases, in addition to publications presented at the CBIE, SBIE and WIE events. These studies highlighted the need for training actions and accessible resources that help teachers understand and apply CT. The methodology adopted was descriptive and qualitative-quantitative in nature, anchored in the Design Thinking strategy, applied in five stages: empathy, definition, ideation, prototyping and testing. Data collection and analysis were carried out through three questionnaires distributed at different stages of the research, using the Google Forms platform. The first questionnaire assessed teachers’ prior knowledge of PC, revealing conceptual and practical gaps. The second questionnaire was applied during a face-to-face workshop and showed the demand for a digital resource on the subject, resulting in the design of the RED prototype called PC_Edu. The third questionnaire aimed to validate the design of the resource, allowing the assessment of its applicability and acceptance in the educational context. The usability analysis of PC_Edu was performed based on the System Usability Scale (SUS) method, recognized for its effectiveness in measuring user experience. The results demonstrated good acceptance by teachers, confirming the relevance of the resource for training and pedagogical purposes. It is concluded that PC_Edu has significant potential to contribute to the continuing education of teachers and to the qualified insertion of Computational Thinking in pedagogical practices in basic education. The research also highlights the importance of developing educational resources aligned with curricular guidelines and the real demands of educators, promoting more contextualized, accessible and innovative training.
Acesso aberto (Open Access)
As políticas de formação de professores e os desafios no fazer pedagógico na escola do campo do município de Placas (PA)
(Pontifícia Universidade Católica do Rio Grande do Sul, 2021-12) MILÉO, Irlanda do Socorro de Oliveira; FORMIGOSA, Marcos Marques; SOUZA, Adayane Silva de
The aim of the research was to identify how teachers position them selves in relation to teacher education policies and whether the training they have makes it possible to develop pedagogical practices that contemplate the reality of the schools in the field. This study occurred through a bibliographic review and a field research in a municipal school, located on highway BR 230 – Transa mazônica, km 200, rural area of Placas (PA), where the director, the pedagogical coordinator and three teachers of the said school answered a questionnaire, and the data generated were analyzed from a qualitative perspective. The research points out that due to the lack of offer of courses for teachers in the field that contemplate their different contexts, there is the emergence of numerous obs tacles for this professional to develop a good work, thus affecting not only the professional quality, but the learning of the students of the field. In addition, we believe it is necessary to make some reflections about teacher education policies in the Brazilian scenario, because although we realize that there is a manifestation of intentions regarding the initial and continued training of teachers today, it is necessary to consider, in a special way, those who work in the schools of the field, as a way of having an effectively inclusive education for these subjects.
Acesso aberto (Open Access)
Saberes docentes de professoras alfabetizadoras expressos em contexto de formação continuada centrada na escola
(Universidade Federal do Pará, 2018-12-04) BARROS, Maricilda Nazaré Raposo de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This is a qualitative research, in the narrative approach, where I investigate the continuing education of teachers who work in the initial school years of Elementary School, with systematic monitoring in the ambit of the Municipal Education Department of Belém. I persecute respond the following research question: in what terms, teachers, in the process of continuous training in teaching, manifest scientific and pedagogical knowledge of content, develop reflection on the practice itself and mobilize other / new knowledge for the practice of the initial school years? Seven literacy teachers collaborated in the research. The research tools used were audio and video recordings, photos, texts, tickets and written productions made during the meetings and semi-structured consultations and interviews, which were transcribed and analyzed in order to answer the research question. The teachers go through a process of articulation between social practices and more elaborated knowledge from a scientific point of view. I emphasize the pedagogical practice those teachers in search of science teaching linked to the daily life of children, reading this daily routine and the presentation of scientific language that is incorporated into the lives of students. The experience of being welcomed and oriented in the school environment, through the interaction between the peers, is expressed by the collaborators as a teacher’s trainer. They show the value of planning in a collective way in the school environment. The formative experience built in the group brings themes emerging from the context, passing the teachers to seek subsidies that socialize in the group. These relationships established in formative processes, strengthen new / other training practices in formal educational spaces, mobilize scientific and pedagogical knowledge of content and enable the formation of the teaching profession, with professional autonomy in a progressive way, and allowing feedback to the continuous cycle of teacher training , (re) constructing new / other knowledge, using hybrid ways of dealing with students, with school subjects and personal conflicts and everyday challenges. The research identifies the commitment of the teachers, pointing out issues that need to be assumed by the networks of education in the various spheres of power. These are issues that need to deal with a range of demands ranging from extending the time of study and preparation of the teaching practice, to the financial / pedagogical autonomy of the schools and guaranteeing the continuing education centered in the school from the local formative experiences of the group teacher.