A formação continuada em uma escola de tempo integral de Mato Grosso
Data
2022-06
Orientador
Neuenfeldt, Derli Juliano
Banca
Miorando, Tania Micheline
Schuck, Rogério José
Strohschoen, Andreia Aparecida Guimarães
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A presente pesquisa está vinculada ao Programa de Pós-Graduação, Mestrado em Ensino, da Universidade do Vale do Taquari. A temática trata da formação continuada de professores da Educação Básica, com o objetivo de analisar como professores e gestores de uma escola de tempo integral de Mato Grosso percebem a formação continuada desenvolvida naquela unidade escolar. Durante o desenvolvimento da pesquisa, foram necessários estudos de referenciais teórico/metodológicos, que nos direcionaram à abordagem qualitativa. Realizamos estudos de produções científicas, para conhecer pesquisas que se aproximassem da nossa temática; de Leis que amparam as políticas de formação continuada no Brasil e em Mato Grosso; de Pareceres Orientativos da Secretaria de Estado de Educação/MT, além de entrevistas e de grupos de discussão com professores e gestores da escola investigada. Com relação à temática em estudo, buscamos estabelecer um diálogo com autores que discutem a formação continuada, tais como: Nóvoa (1999; 2000; 2002; 2003); Imbernón (2011; 2012) e Tardif (2014), entre outros. A pesquisa foi realizada numa escola de tempo integral, num município do norte do Estado do Mato Grosso. A análise das informações, que ocorreu por meio da análise textual discursiva, evidencia que os professores compreendem a proposta de formação continuada como uma política formativa que fortalece a escola como espaço formativo, bem como os profissionais, por meio da discussão, da reflexão e da troca de experiências. As informações colhidas evidenciam aspectos positivos e fragilizados. Segundo os entrevistados, o processo formativo que ocorria antes da reformulação de 2021, centrado na escola, foi mais positivo, uma vez que fortalecia a identidade formativa na escola locus da formação continuada, oportunizando aos profissionais assumir uma postura mais crítica e reflexiva, que possibilitava mudanças no campo didático-pedagógico do ensino. No entanto, as informações também apontam que a situação pandêmica trouxe uma nova organização formativa, que passou a ser de forma on-line, alterando o projeto de formação continuada ofertado e desenvolvido na unidade escolar. Essa nova forma, segundo os sujeitos envolvidos, não atende as necessidades do contexto. Concluise que a forma organizativa que leva em consideração o documento orientativo emanado pela SEDUC/MT com especificações de cada unidade escolar atende melhor, suas necessidades formativas. Dessa forma, sugerimos que as percepções colhidas na investigação sejam consideradas, com o intuito de melhorar o processo de formação continuada e, consequentemente, o processo de ensino.
This research is linked to the Post-Graduate Program, Master's degree in Teaching, of Universidade do Vale do Taquari. The theme deals with the continuing education of basic education teachers and aimed to analyze how teachers and managers of a full-time school in Mato Grosso perceive the continued training developed in that school unit. During the development of the research, studies of theoretical/methodological references were necessary, which directed to the qualitative approach. Studies of scientific productions to learn about research that approaches the theme, laws that support the policies of continuing education in Brazil and Mato Grosso (MT), of Orientative Opinions of the State Department of Education of MT and interviews and discussion groups with teachers and managers of the school investigated were conducted. Regarding the theme under study, the establishment of a dialog with authors who discuss continuing education were sought, such as: Nóvoa (1999; 2000; 2002; 2003), Imbernón (2011; 2012) and Tardif (2014), among others. The research was conducted in a full-time school in a municipality in the northern state of Mato Grosso. The analysis of the information occurred through discursive textual analysis. It shows that teachers understand the proposal of continuing education as a formative policy that strengthens the school as a formative space and professionals through discussion, reflection and exchange of experiences. As for the information, these evidence positive and fragile aspects. According to the interviewees, the formative process that occurred before the reformulation occurred in 2021, centered on the school, was of greater positivity and strengthened the formative identity in the lócus school of continuing education, enabling professionals to assume a more critical reflexive posture, enabling changes in the pedagogical didactic field of teaching. However, the information also indicates that the pandemic situation brought a new formative organization, starting to take place online, changing the continuous education project offered and developed in the school unit. This new form, according to the subjects involved, does not meet the needs of the context. It is concluded that the organizational form that takes into account the guiding document emanating from SEDUC/MT with specifications for each school unit better meets the formative needs of the school unit, thus suggesting that the perceptions made at work be considered in order to improve the process of continuing education thus consequently in the teaching process.
This research is linked to the Post-Graduate Program, Master's degree in Teaching, of Universidade do Vale do Taquari. The theme deals with the continuing education of basic education teachers and aimed to analyze how teachers and managers of a full-time school in Mato Grosso perceive the continued training developed in that school unit. During the development of the research, studies of theoretical/methodological references were necessary, which directed to the qualitative approach. Studies of scientific productions to learn about research that approaches the theme, laws that support the policies of continuing education in Brazil and Mato Grosso (MT), of Orientative Opinions of the State Department of Education of MT and interviews and discussion groups with teachers and managers of the school investigated were conducted. Regarding the theme under study, the establishment of a dialog with authors who discuss continuing education were sought, such as: Nóvoa (1999; 2000; 2002; 2003), Imbernón (2011; 2012) and Tardif (2014), among others. The research was conducted in a full-time school in a municipality in the northern state of Mato Grosso. The analysis of the information occurred through discursive textual analysis. It shows that teachers understand the proposal of continuing education as a formative policy that strengthens the school as a formative space and professionals through discussion, reflection and exchange of experiences. As for the information, these evidence positive and fragile aspects. According to the interviewees, the formative process that occurred before the reformulation occurred in 2021, centered on the school, was of greater positivity and strengthened the formative identity in the lócus school of continuing education, enabling professionals to assume a more critical reflexive posture, enabling changes in the pedagogical didactic field of teaching. However, the information also indicates that the pandemic situation brought a new formative organization, starting to take place online, changing the continuous education project offered and developed in the school unit. This new form, according to the subjects involved, does not meet the needs of the context. It is concluded that the organizational form that takes into account the guiding document emanating from SEDUC/MT with specifications for each school unit better meets the formative needs of the school unit, thus suggesting that the perceptions made at work be considered in order to improve the process of continuing education thus consequently in the teaching process.
Descrição
Palavras-chave
Formação Continuada; Ensino; Políticas Públicas; Formação de professores; Continuing Education; Teaching; Public Policies; Teacher training
Citação
BRAMBILLA, Sebastiani Stamm Hirsch. A FORMAÇÃO CONTINUADA EM UMA ESCOLA DE TEMPO INTEGRAL DE MATO GROSSO. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 20 jun. 2022. Disponível em: http://hdl.handle.net/10737/3923.