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Publication
Efeitos da formação de professores na promoção de capital de conhecimento em São Tomé e Príncipe : o coletivo de história
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Advisor(s)
Abstract(s)
No decorrer do 3º quartel do séc. XX e no séc. XXI, a formação de professores assume-se como instrumento essencial ao desenvolvimento sustentável e à inclusão, permitindo
simultaneamente o crescimento económico dos países em vias de desenvolvimento pelo aproveitamento e adequação dos recursos humanos à realidade, trazendo a si uma maior parte de capital humano e diminuindo os números de exclusão social. Docentes mais
capazes, mais responsáveis e mais reflexivos constituem o elemento fundamental deste desafio.
Neste contexto, São Tomé e Príncipe surge como um país que, tendo sido alvo de transformações educativas ao longo das últimas décadas, tem caminhado no sentido da valorização dos professores pela promoção da formação de professores. Assim, à formação inicial junta-se a formação contínua de professores, entendendo-se este
processo como contínuo na construção do indivíduo nos domínios pessoal e profissional.
O modo como a formação contínua de professores é interpretada em S. Tomé e Príncipe pelos docentes de História do ensino secundário é o mote para esta investigação-ação que procura dissecar a importância que este conceito ocupa no contexto das suas aceções
sobre desenvolvimento profissional e, consequentemente, nas práticas assumidas no quotidiano docente. As sessões de acompanhamento de história constituíram, no intervalo de tempo entre 2009 e 2013, a forma pela qual a formação de professores se concretizou, visando complementar a reforma educativa em curso no que respeita à melhoria das competências dos docentes. O grupo de história viveu esta transformação e sobre ele se debruçou este estudo.
During the 3rd quarter of the twentieth and twenty-first century, the teacher training process is assumed as essential to a sustainable development and inclusion tool, while allowing economic growth of developing countries in the use and adequacy of staffing to reality , bringing itself a major part of human capital and decreasing the number of exclusion. Teachers more capable, more responsible and more reflective constitute the fundamental element of this challenge. In this context Sao Tome and Principe emerges as a country that has been targeted in educational transformations over the past decades, have moved towards the appreciation of teachers by promoting teacher training. Thereby, the initial training joins the ongoing training of teachers on the understanding this process as continuing construction of the individual in personal and professional domains. The way the continuous training of teachers is interpreted in S. Tomé and Príncipe by professors of history in secondary education is the axiom for this action research that seeks to dissect the importance that this concept holds in the context of their meanings about professional development and consequently in practices undertaken in their everyday teaching. Follow-up sessions consisted of history, the time interval between 2009 and 2013 the way in which teacher education materialized view to complementing the educational reform underway with regard to improving the skills of teachers. The group lived history of this transformation and he leaned on this study.
During the 3rd quarter of the twentieth and twenty-first century, the teacher training process is assumed as essential to a sustainable development and inclusion tool, while allowing economic growth of developing countries in the use and adequacy of staffing to reality , bringing itself a major part of human capital and decreasing the number of exclusion. Teachers more capable, more responsible and more reflective constitute the fundamental element of this challenge. In this context Sao Tome and Principe emerges as a country that has been targeted in educational transformations over the past decades, have moved towards the appreciation of teachers by promoting teacher training. Thereby, the initial training joins the ongoing training of teachers on the understanding this process as continuing construction of the individual in personal and professional domains. The way the continuous training of teachers is interpreted in S. Tomé and Príncipe by professors of history in secondary education is the axiom for this action research that seeks to dissect the importance that this concept holds in the context of their meanings about professional development and consequently in practices undertaken in their everyday teaching. Follow-up sessions consisted of history, the time interval between 2009 and 2013 the way in which teacher education materialized view to complementing the educational reform underway with regard to improving the skills of teachers. The group lived history of this transformation and he leaned on this study.
Description
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
Keywords
Educação e desenvolvimento Formação de professores Formação contínua Reforma do ensino Supervisão São Tomé e Príncipe Teacher training Continuing teacher education Sao Tome and Principe S. Tomé Educational reform 2009.2013 Pedagogical and scientific history follow-up
Citation
Gomes, Marta Marques - Efeitos da formação de professores na promoção de capital de conhecimento em São Tomé e Príncipe [Em linha] : o coletivo de história. Lisboa : [s.n.], 2014. 220 p.