Formação continuada de professores e melhoria do exercício docente
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2012
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O presente trabalho teve como ponto de partida os resultados dos rendimentos escolares apresentados pelo SAEB (Sistema de Avaliação da Educação Básica) e o SAEPE (Sistema de Avaliação Escolar de Pernambuco), frente às ações de intervenções promovidas pelas políticas públicas implementadas pelo governo de Pernambuco, através dos programas de formação continuada, direcionados na perspectiva de reverter os baixos índices do rendimento escolar, o que nos possibilitou a delinear objetivos que nos permitissem a identificar a relação entre os indicadores do SAEB, SAEPE e Programas de Formação Continuada no redimensionamento do saber fazer docente e implicações na melhoria do desempenho docente, bem como identificar limites e possibilidades da formação na melhoria do desempenho docente, em razão dos indicadores apresentados. As transformações do mundo têm interferido de forma contundente no campo da educação, bem como nos vários aspectos da gestão educacional, escolar, curricular e particularmente na formação continuada, com vistas no desempenho docente, tendo como objeto crescente a atenção dos pesquisadores com atuação na educação. As políticas educacionais no Brasil vêm demonstrado preocupação com a qualidade do ensino ofertada pela escola pública, decorrente das pressões dos organismos internacionais, que veem na educação a solução dos problemas enfrentados por um mundo cada vez mais globalizado, de transformações e descobertas tecnológicas que caracterizam hoje, a chamada sociedade do conhecimento. Tal contexto, em que a escola pública brasileira se encontrava, mobilizou os gestores a buscarem ações de intervenção no sentido de reverter o quadro tão comprometedor que o ensino público da Educação Básica brasileira se apresentava. O repensar das práticas pedagógicas vivenciadas no contexto escolar, recai sobre o professor, a responsabilidade do resultado que a escola apresenta. Falar da prática pedagógica recai necessariamente na formação inicial e continuada desse professor. Para sua realização utilizou-se uma abordagem quantitativa e qualitativa. As técnicas de coleta de dados foram aplicação de questionários a 100 professores da educação básica da rede pública, entrevistas com cinco formadores e análise dos documentos relacionados com a política de formação continuada. O estudo demonstrou que o modelo proposto, pouco tem contribuído para o desenvolvimento profissional docente, não envolvendo, portanto, o professor diretamente no processo formativo, com exceção dos que participam de alguns programas (SAEB / SAEPE) que visam diretamente à melhoria dos índices de aprendizagem em língua portuguesa e matemática, na perspectiva de que a formação os instrumentalize a aplicar técnicas, que a formação continuada não atende nem suas necessidades, nem da escola. Os demais professores só se encontram uma vez por ano, em estilo de grande evento, enquanto as formações ocorrem de forma desarticulada e fragmentada. Em consequência, foram apresentadas algumas reflexões no intuito de provocar e contribuir na revisão da concepção de formação continuada vivenciada pelos professores da rede pública do ensino de Pernambuco.
The present work has as its starting point the results of income submitted by school SAEB (Evaluation System of Basic Education) and SAEPE (System of School Assessment Pernambuco), compared to the actions of interventions promoted by public policies implemented by the government of Pernambuco, through continuing education programs, targeted at the prospect of reversing low levels of academic performance, which enabled us to outline goals that allow us to identify the relationship between indicators of SAEB SAEPE and Continuing Education Programs in resizing the know-how implications for teaching and improving teacher performance and identify the limits and possibilities of training in improving teacher performance, because of the indicators presented. The transformations of the world have intervened forcefully in the field of education as well as on various aspects of educational administration, school curriculum and particularly in continuing education, with views on teacher performance, focusing increasing attention from researchers with experience in education . Educational policies in Brazil have shown concern about the quality of education offered by the public school, the pressures arising from international organizations, who see education in the solution of problems faced by an increasingly globalized world, technological breakthroughs and transformations that characterize today , the so-called knowledge society. This context, in which the Brazilian public school was mobilized managers to seek intervention actions in order to reverse the situation so compromising that public education Basic Education Brazilian arose. The experienced rethink teaching practices in schools, rests with the teacher, the responsibility of the result that the school offers. Speaking of pedagogical practice lies necessarily in initial and continuing training of teachers. For its implementation we used a quantitative and qualitative approach. The techniques of data collection were questionnaires to 100 school teachers from public, interviews with five teachers and analysis of policy documents related to continuing education. The study showed that the proposed model, has contributed little to the professional development of teachers, not involving therefore the teacher directly in the training process, except for participating in some programs (SAEB / SAEPE) aimed directly at improving rates Learning English and mathematics, with the expectation that the formation instrumentalizes apply techniques that continuing education does not meet your needs or or school. The other teachers are only once a year, in great style event, while the formations occur in a disjointed and fragmented. As a result, some reflections were presented in order to provoke and contribute to the design review of continuing education by experienced teachers from the public school of Pernambuco.
The present work has as its starting point the results of income submitted by school SAEB (Evaluation System of Basic Education) and SAEPE (System of School Assessment Pernambuco), compared to the actions of interventions promoted by public policies implemented by the government of Pernambuco, through continuing education programs, targeted at the prospect of reversing low levels of academic performance, which enabled us to outline goals that allow us to identify the relationship between indicators of SAEB SAEPE and Continuing Education Programs in resizing the know-how implications for teaching and improving teacher performance and identify the limits and possibilities of training in improving teacher performance, because of the indicators presented. The transformations of the world have intervened forcefully in the field of education as well as on various aspects of educational administration, school curriculum and particularly in continuing education, with views on teacher performance, focusing increasing attention from researchers with experience in education . Educational policies in Brazil have shown concern about the quality of education offered by the public school, the pressures arising from international organizations, who see education in the solution of problems faced by an increasingly globalized world, technological breakthroughs and transformations that characterize today , the so-called knowledge society. This context, in which the Brazilian public school was mobilized managers to seek intervention actions in order to reverse the situation so compromising that public education Basic Education Brazilian arose. The experienced rethink teaching practices in schools, rests with the teacher, the responsibility of the result that the school offers. Speaking of pedagogical practice lies necessarily in initial and continuing training of teachers. For its implementation we used a quantitative and qualitative approach. The techniques of data collection were questionnaires to 100 school teachers from public, interviews with five teachers and analysis of policy documents related to continuing education. The study showed that the proposed model, has contributed little to the professional development of teachers, not involving therefore the teacher directly in the training process, except for participating in some programs (SAEB / SAEPE) aimed directly at improving rates Learning English and mathematics, with the expectation that the formation instrumentalizes apply techniques that continuing education does not meet your needs or or school. The other teachers are only once a year, in great style event, while the formations occur in a disjointed and fragmented. As a result, some reflections were presented in order to provoke and contribute to the design review of continuing education by experienced teachers from the public school of Pernambuco.
Descrição
Orientação: Márcia Karina da Silva ; co-orientação: Manuel Tavares Gomes
Palavras-chave
EDUCAÇÃO, FORMAÇÃO CONTÍNUA, PROFISSIONALIZAÇÃO, PROFESSORES, DESEMPENHO PROFISSIONAL, EDUCATION, CONTINUING EDUCATION AND TRAINING, PROFESSIONALIZATION, PROFESSIONAL PERFORMANCE, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO