A escola como espaço de formação docente : experiências do PNEM no Espírito Santo.
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Data
2018-08-22
Autores
Mariano, Cláudia Simões
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Editor
Universidade Federal do Espírito Santo
Resumo
This research aims at the Continuing Education Program of Teachers and
Pedagogues of the State of Espírito Santo, a formative action that emerges in the
context of the institution of the National Pact for the Strengthening of Secondary
Education (Pnem), bringing the principles of the National Curricular Guidelines
(Dcnem), 2012, and in the very issues that arise from this stage of basic education,
proposing a training that contemplates an integrated approach to the curriculum,
distributing the disciplines in areas of knowledge and establishing guidelines, in the
expectation of promoting an integral human education for young people in high
school. Thus, we seek to contribute to the studies on the continuing education of
teachers that, although they are many and common in the Brazilian postgraduate
programs, in the state of Espírito Santo, because they are not frequent formations
that compile characteristics such as a) the formation in the time of the teaching work,
b) the school as a space for continuous training and research, and c) the teacher as
a participant subject of his own formation and that of his peers, becomes singular.
Our main objective is to verify if and how the teachers and pedagogues of the Pnem
Formation, in the day-to-day life of the school, appropriated concepts to (re) invent
school daily in the perspective of Certeau, breaking with the accommodation to the
that is imposed on them, transforming objects and codes and promoting (re)
appropriation of the place of the school by its use, transforming it into a space of
formation. In this line, the hypothesis to recover is that the studies of Pnem have
transformed a discursive practice into reflexive practice, making possible the
materialization in formative practices and contributing, in this way, to the autonomy of
the collective of the school. We also had the specific objectives of a) analyzing the
uses and appropriations made by teachers about Pnem continuing training in their
professionalization, considering the school a space for training; b) to identify how the
continued formation of Pnem enabled the teachers to be subjects of their own
formation and to contribute to the formation of their peers; c) to record the
implications of Pnem in the professionalization of high school teachers in the state
public network of Espírito Santo; d) describe the constitution, in the state of Espírito
Santo, through public policies, the Continuing Education Program of Teachers and
Pedagogues of High School and; e) to map, in the Pnem experience, elements that
can contribute to the state policy of teacher training in Espírito Santo. In order to discuss the diversity of contexts in which the formation of Pnem was translated and
the complexity of the teachers' "ways of doing" from these contexts and translations,
we used an exploratory documentary methodology using as source the database of
the SisMédio platform (MEC) ; the monthly reports produced by the regional trainers;
the Survey questionnaire, answered by the subjects participating in the training
(students, study guides and regional trainers). The results pointed out that Pnem
professors and pedagogues took an evolutionary path of epistemological knowledge
in the field of basic education curriculum, specifically in the high school stage, to think
about the school through the bias of the space of the invention of practices,
confirming our initial hypothesis. In addition, among the results of this research, we
characterize the formation of the Pnem in Espírito Santo and identify elements that
emerge as possibilities of problematizations in the field of the state policy of
formation of teachers of the Espírito Santo in the uses and appropriations of the
discourses of the reference authors and in the process analysis of the
abovementioned documents. This study considers the need to value teacher
education, especially through public policies, to promote continuing education for
teachers in the space that is their foundation: the school.
Descrição
Palavras-chave
Continuing education of teachers , High school , Pnem
Citação
MARIANO, Cláudia Simões. A escola como espaço de formação docente: experiências do PNEM no Espírito Santo. 2018. 223 f. Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação, Universidade Federal do Espírito Santo, Centro de Educação, Vitória, 2018.