FormaÃÃo continuada dos professores de educaÃÃo de jovens da rede estadual do sertÃo do MoxotÃ-Ipanema/Arcoverde-PE

AUTOR(ES)

LaÃcio dos Santos

DATA DE PUBLICAÇÃO

2007

RESUMO

The work studies the subjacent conception of the continuous formation based on the pedagogic literature about the question in interlocution with the offering of EYA teachersâ formation at the Public School from the SertÃo do Moxotà â Ipanema / Arcoverde âPE, at the period between 2001 and 2005, concerning to contribute with the present discussion about this modality of formation. So, it was necessary to be clear about the comprehension on continuous formation at EYA. A research at the Regional Educational Gerence at the SertÃo do Moxotà â Ipanema / Arcoverde âPE, responsible for the offering of continuous formation at EYA in this region, was necessary, as well as the listening of ten teachers that participated of these processes. To answer for the descriptive and exploratory character, a qualitative approach was chosen because it permitted to the researcher an improvement in the world of the meanings of human actions and relations, no perceptible, nor caught in middle and statistic questions, proper of the qualitative method. The listening of teachers in interviews was decisive to the realization of the aimed objectives: an analysis of the conception of the EYA teachers at the SertÃo do Moxotà â Ipanema / Arcoverde âPE about the continuous formation offered to them for their Regional Educational Gerence. The research points to a necessity of a continuous formation that emphasizes not only the theoretic contents, but also and principally, the pedagogical making of these teachers: a continuous formation that doesnât disassociate the theory from the practice and consider the teacher as a professional in a process of a constant formation

ASSUNTO(S)

education for youngers and adults prÃtica pedagÃgica educacao continuous formation educaÃÃo de jovens e adultos pedagogical practice formaÃÃo continuada

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