Navegando por Assunto "Perspectivas culturais"

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Formação cultural de professores da educação básica: elementos para uma crítica de programas de formação inicial e continuada
(Universidade Federal do Pará, 2017-12-14) NASCIMENTO, Damasia Sulina do; FELIPE, Eliana da Silva; http://lattes.cnpq.br/5616056502566803
The present research is inserted in the line "Teacher training, teaching work, theories and educational practices", of the Post-Graduation Program in Education of the Federal University of Pará - PPGED / UFPA. It aimed to understand how the initial and continued formation contributed to the cultural formation of teachers of basic education from the National Teacher Training Plan - Parfor which were also students of the National Pact for Literacy in the Right Age - Pnaic. Its general objective was to analyze how the cultural formation of teachers of basic education has been constituted in the processes of initial and continuous formation. From this analysis, we seek to identify in existing academic research and Brazilian legislation the existing conceptions regarding the cultural formation of teachers, to record cultural practices more recurrent in the initial and continuing training courses and their role in the cultural elevation of teachers, besides investigating that cultural practices in initial and continuing education, from the perspective of teachers, more contributed to their personal and professional development. It is a qualitative research in the field research modality, which comprised four stages: 1) Collection of bibliographical material, 2) Documentation survey, 3) Field research from the application of questionnaire and the accomplishment of semistructured interview and 4) data processing from the content analysis. Theoretical contribution was based on authors such as Carvalho (2009), Cruz (2008), Araújo (2012a), Leão (2009), Bigaton (2005), Caldeira (2008), Souza (2015), Williams 2002), Araújo (2012b), Forquin (1993), Leontiev (1978), Bourdieu and Champagne (1998), Sacristán (2002), among others. The results of this research allow us to understand that although they are not in a position to choose the models and conceptions of formation, it is noticeable that the training programs affect, from various perspectives, the life and the work of the teachers. Such transformations occur in the cultural, personal and professional, with interfaces between one and the other.