Mestrado em Educação

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http://repositorio.ufes.br/handle/10/17591

Nível: Mestrado Acadêmico
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Navegando Mestrado em Educação por Assunto "Academic production"

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    Formação continuada de professores na produção acadêmica dos Endipes e as práticas de formação na escola: contextos em diálogos
    (Universidade Federal do Espírito Santo, 2019-08-26) Costa, Liliane da Silva; Ventorim, Silvana; https://orcid.org/0000-0002-4960-2163; http://lattes.cnpq.br/1442579234138944; https://orcid.org/; http://lattes.cnpq.br/0628014712178261; Coco, Dilza; https://orcid.org/0000-0001-8371-8517; http://lattes.cnpq.br/3131702431327694; Ferreira, Eliza Bartolozzi; https://orcid.org/0000000241009875; http://lattes.cnpq.br/4414820772031494; Alves, Edson Pantaleao; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871
    First of all it analyzes the trends, fundamentals and propositions of school-centered continuing education, articulating dialogues between academic production of the National Meetings of Didactics and Teaching Practices (NMDTP), the policy of continuing education of the municipal Education system of Serra city and the practices of continuing education translated into the school. Furthermore it consists of an exploratory research, contemplating: a) bibliographic research on the debate of continuing education centered on the school in the work of NMDTP from 2012 until 2016; b) field research developed with the professionals of a Elementary School I and with the manager of the Training Center of the Municipal Department of Education of Serra city, assuming documentary analysis and comprehensive interview as methodological procedures. Moreover it accepts the assumptions of the authors António Nóvoa and Marie-Christine Josso, with a critical-reflective vision of continuing education and the fundamentals of Carpentier and Lessard (2016); Ball, Maguire and Braun (2016) in the reflection on the continuing education policies of teachers and their translation into the school. Indeed it noted in the academic production of the NMDTP, an expressive discourse of appreciation of the school is observed as a privileged locus of continuing education, in which the formative practices primand by the collectivity and authorship of the teacher and consider the demands of the pedagogical practice. Even more, the field data showed that, although the policy of continuous training of the municipal education system of Serra city is based on an articulated work of diversified training modalities, continued education focused on the school was not assumed as a premise of this policy, considering the few formative moments in the professional’s work day and their timid involvement in this process. To sum up that continued training practices focused on the school need to be configured as a professional culture that recognizes the teacher’s role and the collaborative work among their peers. Finally this involves guaranteeing their right to continuing education in the context of work by enabling educational policies produced by dialogue between school professionals, the representatives of the Department of Education and state and federal institution.
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    Uma análise da produção acadêmica sobre os usos da pesquisa-ação em processos de inclusão escolar : entre o agir comunicativo e o agir estratégico
    (Universidade Federal do Espírito Santo, 2010-04-27) Almeida, Mariangela Lima de; Jesus, Denise Meyrelles de; Simões, Regina Helena Silva; Baptista, Claudio Roberto; Gamboa, Silvio Ancisar Sanchez; Victor, Sonia Lopes
    This study investigates the theoretical-methodological and epistemological presuppositions of the action research used in academic production in the field of Special Education/school inclusion. It analyzes the theses and dissertations defended all over the country in the period between 1999 and March 2008. It maps 45 studies that constitute the analysis corpus. This study is developed from the idea of research on research , using epistemological analysis as a trigger for discussions about the implicit and explicit aspects in the dialectics between question and response in the studies analyzed. The scheme chart inspired on the principles of paradigmatic scheme was used as an instrument to organize the texts. From a theoretical-methodological perspective, the study is based on the Theory of Communicative Action created by Jürgen Habermas in order to understand and analyze the presuppositions and knowledge of the action research assumed in the study, as well as the way they are approached by the authors. It builds dialogues based on argumentation between authors and researchers so as to achieve agreement and understanding. It observes that the methodological approach of the action research is incorporated into a significant number of studies from the perspective of school inclusion that mainly problematizes the continuing education of teachers and the teaching practice. It makes the theoretical-methodological arguments for the action research emerge from the dialogue between the authors and researchers: the relationship between authors (researchers) and actors (context participants); the roles attributed to these subjects; the constitution of the research question; the action research dynamics; and the dialectics between the understanding and transformation of reality. Through discussions among the authors, the study reveals that these presuppositions are used in different ways during the investigation, because of the different ways in which these authors conceive action in the action research process. It shows that, when the actions are carried out through communicative acting, there is a search for mutual understanding that can evolve into normative agreements by means of shared intersubjectivity. In this case, the action research process is carried out through critical and collaborative self-reflection. From a different perspective, when the actions are guided by the strategic acting, they are carried out based on individual interests materialized at intervention levels which focus on predefined results. The study verifies that, from the first perspective, the occurring changes begin as a process and tend to transcend immediacy, achieving the socio-political sphere. From the second perspective, the changes tend to be immediate and pragmatic. It is possible to consider that, in the Special Education field and from the school inclusion perspective, action research contributes mainly to a feasible collaborative and collective work in the school context. As far as future analyses are concerned, the study shows the importance of constructing knowledge based on reflections and actions with the other so as to understand the path of the research process