Desenvolvimento Profissional e PrÃtica PedagÃgica: Um estudo sobre a formaÃÃo continuada de professores na cidade de Alagoinhas - Bahia

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

This research is a study of ethnographic case with a quality kind that concentrate its attention in its contribution from âteacher formation course (in service) to initial groups of fundamental teachingâ to professional development and possible resignifications and changes of teachers/studied subject pedagogic experience. The theoretical base is steadied for Paulo Freire, Kenneth Zeichner, Antonio NÃvoa, Antonio Joaquim Severino and others. It has 06 Municipal schools as empirical field, in Alagoinhas-BA, where some teachers from first fase of Rede UNEB 2000 project work. The instruments to research we used were the observation, semi-structured interviews and analysis of written report (of supervision in process and observation participated) The data analysis is organized in three categories: personal experience, professional experience and institution experience. Like principal results we have that the course contributions and the changes were punctual, but solid and refer to strengthen the teachers personal regard to getting academic and scientific knowledge about child look and learning conception. And regarding to third category â Institution experience â itâs possible affirm that many questions are in open and need of reflection from the subjects and population of research, once that schools donât think themselves how being answerable for their teachers formation, understanding this formation like a isolated element to institutions actions.

ASSUNTO(S)

professional development educacao prÃtica pedagÃgica pedagogic practical formaÃÃo de professores desenvolvimento profissional. teacher formation

ACESSO AO ARTIGO

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