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Advisor(s)
Abstract(s)
O presente artigo centra a discussão no
tratamento dado por pesquisas recentes a políticas de
formação inicial e continuada de professores, analisando
como essas políticas articulam discurso e prática na
perspectiva de melhoria das condições de trabalho e de
desenvolvimento profissional dos professores, de modo a
garantir a permanência de lutas e conquistas na carreira
docente. A metodologia privilegiada é de natureza
qualitativa e a interpretação dos dados é feita a partir de
pressupostos teóricos, cujo diálogo remete aos estudos de
Jenny Ozga sobre a investigação em políticas educacionais
e aos de Bernadete Gatti e Marli André sobre a formação
de professores. Os resultados sinalizam a necessidade de
romper fragilidades e enfrentar desafios encontrados pelos
professores na sua formação e trabalho docentes, assim
como apresentam potencialidades a essa formação e
trabalho quando consideradas as políticas educacionais
instituídas/implementadas
This paper focuses the discussion on treatment given by recent researches to initial and continuous teachers training policies, analyzing how these policies articulate speech and practice from the perspective of improving working conditions and professional development of teachers in order to ensure permanent struggles and achievements in teaching career. The study privileged a qualitative methodology and data interpretation is made from theoretical assumptions based on Jenny Ozga studies of educational policies and Bernadette Gatti and Marli André researches on teacher training. The results indicate the need to break weaknesses and address challenges faced by teachers in their training and work, as well as present the potential to such training and work when considering the introdution / implementation of those educational policies.
This paper focuses the discussion on treatment given by recent researches to initial and continuous teachers training policies, analyzing how these policies articulate speech and practice from the perspective of improving working conditions and professional development of teachers in order to ensure permanent struggles and achievements in teaching career. The study privileged a qualitative methodology and data interpretation is made from theoretical assumptions based on Jenny Ozga studies of educational policies and Bernadette Gatti and Marli André researches on teacher training. The results indicate the need to break weaknesses and address challenges faced by teachers in their training and work, as well as present the potential to such training and work when considering the introdution / implementation of those educational policies.
Description
Keywords
Investigação qualitativa Formação iniciale continuada Trabalho docente Qualitative research Initial and continuous teacher training Teaching work
Pedagogical Context
Citation
Machado, J.C., Vasconcelos, M.C.C, Oliveira, N. R. (2017). Formação Inicial e Continuada de Professores: entre o discurso e a prática. Cadernos de Educação Tecnologia e Sociedade, vol. 10, nº1, pp. 13-27., doi: https://doi.org/10.14571/cets.v10.n1.13-27
Publisher
Universidade São Paulo