Navegando por Assunto "Professor - Formação continuada"

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Acesso aberto (Open Access)
A política de formação continuada da Secretaria Municipal de Educação de Belém: o Projeto Expertise sob o “olhar” dos professores
(Universidade Federal do Pará, 2015-06-26) PEREIRA, Mary José Almeida; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342
The policy of continuing education of the teachers from the Municipal Department of Education in Belém is object of study for integrating the analyzes about the Expertise Project in Literacy as well as its influence in professional practice, starting the understanding of literacy teachers. The study aimed to analyze adopted trends for educational policies related to continuing education in Brazil and its theoretical and methodological approaches with Belém’s municipal policy and how the performance results could be noticed as well as the fulfillment of teacher’s requirements goals. The methodological procedure consisted of a research on qualitative approaching, using a semi-structured interview as data collection instrument also using the Expertise Project in Literacy constituting documents for it. Data were organized in interpretative categories linked to the continuing education project and based on speech analysis. Considerable results were achieved, allowing infer between theoretical and methodological approach of continuing training and a trend based on the technical rationality that sees teachers as educational technologists. Also, we verify the implementation of the performance logic around setting goals, as the speeches of teachers revealed that the project contributes to professional activities as pedagogic support, but with assignments of responsibilities required in addition to the working conditions provided by the Education Department. Another aspect scored through the speech is the teachers’ work control based on their pedagogical acting, by the restriction of their autonomy in the face of their duties in the preparation of planning, the organization of their rooms and the ability to evaluate the learning process of their students. In resume, we conclude that continuous education as teacher right, they should be seen as social worker, thinking, with diverse interests, besides putting in question the broader discussion of the teaching-learning process in a society with social, political and economic problems.
Acesso aberto (Open Access)
Práticas pedagógicas inclusivas no cotidiano da educação infantil na Escola de Aplicação da Universidade Federal do Pará
(Universidade Federal do Pará, 2016-08-16) OLIVEIRA, Tatiana de Castro; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This study had as a backdrop the question of inclusive educational practices in everyday childhood education teachers of the School of Application of the Federal University of Pará The proposal was to address latent issues of inclusive education, such as: The educational inclusion process, continuing education, teaching practice. On the way the research of theoretical and methodological point of view, there was a survey on the qualitative approach through a case study with use of bibliographic and documentary research, as well as field research, with the focus group application for teacher Early Childhood education EAUFPA and subsequently processing the data from the perspective of content analysis. The theoretical path to the making of this investigation flitted from historical and epistemological conception of Special Education until the present time in view of Inclusive Education appropriating the legal basis governing the Basic Education in Brazil in the contemporary period, highlighting the Law 9.394 / 96 (Law of Directives and Bases of Education - LDB) and the National Education Plan and National Special Education Policy in Perspective of Inclusive Education. To support the issues surrounding inclusive education and pedagogical practices tracing dialogue was with Romeo Sassaki (1997), Stainback and Stainback (1999) and Rosita Carvalho (2012, 2014). The study is based on Nóvoa, Arroyo (2013), Sacristan (1999) to address the training of teachers. It has addressed the concept of disability adopted by the social model of disability to better understand the process of inclusion in school before her students in a situation of disability from the perspective of the authors Diniz (2012) and Carvalho (2012/2014). Inclusive education does not need to conform to a "model" established and must be followed. The pedagogical practice combined with numerous educational processes, including research, collective dialogue and shared reflection, can handle say whether this practice reached inclusive dictates. The survey revealed that the teachers think of EAUFPA from kindergarten on, especially their teaching on the paradigm of inclusion, denouncing the weakness is their training as well as the issue of seasonal continuing education in schools, which is assumed by themselves teachers as self-training. It is worth noting that although it is evident the need expressed in the teachers' speeches about the training targeted service inclusive education, the team as a whole as positive attributes the path traced in the space of Early Childhood Education Coordination. It takes more than laws to work the educational inclusion of children in disability situation. We need to change the school culture, change the work culture of those who work in schools.