Pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas
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Universidade Federal do Rio Grande do Norte
2014
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Online Access: | http://repositorio.ufrn.br:8080/jspui/handle/123456789/14575 |
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Forma??o continuada de professores Educa??o a dist?ncia Pol?tica educacional Programa GESTAR Continued formation of teachers Studies at distance Educational politics GESTAR Program CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Forma??o continuada de professores Educa??o a dist?ncia Pol?tica educacional Programa GESTAR Continued formation of teachers Studies at distance Educational politics GESTAR Program CNPQ::CIENCIAS HUMANAS::EDUCACAO Macedo, Valcinete Pepino de Pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas |
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Made available in DSpace on 2014-12-17T14:36:49Z (GMT). No. of bitstreams: 1
ValcinetePM.pdf: 626354 bytes, checksum: 8b2154c8c5a4fdf72319891c15d35d2b (MD5)
Previous issue date: 2006-09-29 === Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program === Pol?tica de Forma??o Continuada de Professores: cen?rios, diretrizes e pr?ticas se constitui em um estudo da pol?tica de forma??o continuada de professores materializada pelo governo no contexto atual. Tem por objetivo analisar aspectos da experi?ncia de forma??o continuada em servi?o de professores que atuam nas s?ries iniciais do ensino fundamental desenvolvida no munic?pio de Natal por meio do Programa Gest?o da Aprendizagem Escolar (GESTAR) no per?odo de 2002 a 2005. O campo emp?rico do estudo privilegiou a experi?ncia de forma??o em servi?o desenvolvida pelo GESTAR em uma escola situada na regi?o metropolitana norte do munic?pio de Natal. Dentre os procedimentos que materializaram a pesquisa, destacam-se: revis?o bibliogr?fica da literatura que analisa as novas demandas para a educa??o em face das transforma??es ocorridas no cen?rio mundial e de estudos sobre a tem?tica forma??o continuada de professores; pesquisa documental sobre a pol?tica de forma??o continuada de professores e do programa GESTAR; entrevista semi-estruturada com a Coordenadora Geral do programa GESTAR da rede municipal de ensino de Natal, quatro professores e coordenadora pedag?gica da escola pesquisada e observa??o. O estudo constatou uma avalia??o positiva por parte dos professores participantes do programa no munic?pio de Natal os quais destacaram que essa estrat?gia pol?tica de forma??o continuada em servi?o possibilitou o estudo de conte?dos de L?ngua Portuguesa e Matem?tica associado a uma nova forma de como trabalh?-los em sala de aula, compreens?o de determinados conte?dos que antes tinham dificuldades, entendimento de que as atividades realizadas devem ter significado para o aluno, favorecendo a compreens?o dos conceitos estudados. Dentre alguns limites evidenciados, destacam-se: aus?ncia de leitura do material por parte dos professores, dificuldade dos docentes em conciliar as atividades di?rias com os estudos individuais a dist?ncia, n?o realiza??o de um acompanhamento sistem?tico da pr?tica pedag?gica dos professores, utiliza??o da prova como ?nico instrumento de avalia??o dos professores e dificuldade dos professores em dar continuidade ? proposta pedag?gica do GESTAR ap?s o t?rmino desse programa |
author2 |
CPF:05754372434 |
author_facet |
CPF:05754372434 Macedo, Valcinete Pepino de |
author |
Macedo, Valcinete Pepino de |
author_sort |
Macedo, Valcinete Pepino de |
title |
Pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas |
title_short |
Pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas |
title_full |
Pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas |
title_fullStr |
Pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas |
title_full_unstemmed |
Pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas |
title_sort |
pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas |
publisher |
Universidade Federal do Rio Grande do Norte |
publishDate |
2014 |
url |
http://repositorio.ufrn.br:8080/jspui/handle/123456789/14575 |
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AT macedovalcinetepepinode polticadeformaocontinuadadeprofessorescenriosdiretrizeseprticas |
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1718670356734017536 |
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ndltd-IBICT-oai-repositorio.ufrn.br-123456789-145752018-05-23T23:20:23Z Pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas Macedo, Valcinete Pepino de CPF:05754372434 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763455J6 Dias, Ana Maria I?rio CPF:22829733304 http://lattes.cnpq.br/7968107654959280 Castro, Alda Maria Duarte Ara?jo CPF:18930689515 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771492U8189 Cabral Neto, Ant?nio Forma??o continuada de professores Educa??o a dist?ncia Pol?tica educacional Programa GESTAR Continued formation of teachers Studies at distance Educational politics GESTAR Program CNPQ::CIENCIAS HUMANAS::EDUCACAO Made available in DSpace on 2014-12-17T14:36:49Z (GMT). No. of bitstreams: 1 ValcinetePM.pdf: 626354 bytes, checksum: 8b2154c8c5a4fdf72319891c15d35d2b (MD5) Previous issue date: 2006-09-29 Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program Pol?tica de Forma??o Continuada de Professores: cen?rios, diretrizes e pr?ticas se constitui em um estudo da pol?tica de forma??o continuada de professores materializada pelo governo no contexto atual. Tem por objetivo analisar aspectos da experi?ncia de forma??o continuada em servi?o de professores que atuam nas s?ries iniciais do ensino fundamental desenvolvida no munic?pio de Natal por meio do Programa Gest?o da Aprendizagem Escolar (GESTAR) no per?odo de 2002 a 2005. O campo emp?rico do estudo privilegiou a experi?ncia de forma??o em servi?o desenvolvida pelo GESTAR em uma escola situada na regi?o metropolitana norte do munic?pio de Natal. Dentre os procedimentos que materializaram a pesquisa, destacam-se: revis?o bibliogr?fica da literatura que analisa as novas demandas para a educa??o em face das transforma??es ocorridas no cen?rio mundial e de estudos sobre a tem?tica forma??o continuada de professores; pesquisa documental sobre a pol?tica de forma??o continuada de professores e do programa GESTAR; entrevista semi-estruturada com a Coordenadora Geral do programa GESTAR da rede municipal de ensino de Natal, quatro professores e coordenadora pedag?gica da escola pesquisada e observa??o. O estudo constatou uma avalia??o positiva por parte dos professores participantes do programa no munic?pio de Natal os quais destacaram que essa estrat?gia pol?tica de forma??o continuada em servi?o possibilitou o estudo de conte?dos de L?ngua Portuguesa e Matem?tica associado a uma nova forma de como trabalh?-los em sala de aula, compreens?o de determinados conte?dos que antes tinham dificuldades, entendimento de que as atividades realizadas devem ter significado para o aluno, favorecendo a compreens?o dos conceitos estudados. Dentre alguns limites evidenciados, destacam-se: aus?ncia de leitura do material por parte dos professores, dificuldade dos docentes em conciliar as atividades di?rias com os estudos individuais a dist?ncia, n?o realiza??o de um acompanhamento sistem?tico da pr?tica pedag?gica dos professores, utiliza??o da prova como ?nico instrumento de avalia??o dos professores e dificuldade dos professores em dar continuidade ? proposta pedag?gica do GESTAR ap?s o t?rmino desse programa 2014-12-17T14:36:49Z 2007-04-26 2014-12-17T14:36:49Z 2006-09-29 info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/masterThesis MACEDO, Valcinete Pepino de. Pol?tica de forma??o continuada de professores :cen?rios, diretrizes e pr?ticas. 2006. 228 f. Disserta??o (Mestrado em Educa??o) - Universidade Federal do Rio Grande do Norte, Natal, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14575 por info:eu-repo/semantics/openAccess application/pdf Universidade Federal do Rio Grande do Norte Programa de P?s-Gradua??o em Educa??o UFRN BR Educa??o reponame:Repositório Institucional da UFRN instname:Universidade Federal do Rio Grande do Norte instacron:UFRN |