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Master's Dissertation
DOI
10.11606/D.47.2000.tde-01112001-151523
Document
Author
Full name
Marli Lúcia Tonatto Zibetti
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 1999
Supervisor
Committee
Macedo, Lino de (President)
Souza, Marilene Proença Rebello de
Weisz, Telma
Title in Portuguese
Analisando a prática pedagógica: uma experiência de formação de professores na educação infantil.
Keywords in Portuguese
educação infantil
entrevistas
formação de professores
Jean Piaget
narrativas
Abstract in Portuguese
No trabalho analisa-se um projeto de formação continuada de professores na educação infantil do ponto de vista das estratégias utilizadas, verificando sua contribuição ao processo de reflexão das professoras sobre sua prática pedagógica. Partindo de um referencial teórico piagetiano, procura-se identificar nas práticas das professoras, situações-problema que geram desequilíbrios obrigando a construção de novas respostas e, conseqüentemente, novas aprendizagens. Participaram do projeto oito professoras de pré-escolar com idades entre 22 e 29 anos e com experiências profissionais de dois a sete anos de trabalho em educação no município de Rolim de Moura, RO. As referidas professoras foram entrevistadas no início e ao final do projeto, além de registrarem seu trabalho em diários de aula que serviram de base para a tematização das práticas pedagógicas em reuniões com a formadora. Também foram realizados seminários teóricos nos quais o grupo discutia textos previamente lidos, relacionando-os aos problemas práticos identificados. A análise dos dados evidencia os problemas enfrentados pelas professoras em sua formação inicial, ingresso na profissão e nas práticas pedagógicas desenvolvidas, identificando suas dificuldades e necessidades no exercício das funções docentes. Permite constatar ainda, a importância da escrita reflexiva para o incremento da capacidade de observação das professoras favorecendo a identificação de situações-problema na prática pedagógica. Por outro lado, demonstra que a reflexão sobre a prática e a introdução de inovações no fazer docente, estão diretamente relacionadas às trocas entre as professoras, destas com a formadora e com a teoria. Aponta para a necessidade de que os projetos de formação continuada partam dos saberes, dificuldades e necessidades dos sujeitos envolvidos, considerando a etapa de desenvolvimento profissional em que se encontram. Para isso, há que se preparar melhor os formadores e investir em uma política de formação articulada com a carreira docente e com os conhecimentos científicos existentes nesta área.
Title in English
Analyzing the educational practice: an experience in training teachers to the education of children.
Keywords in English
early childhood education
interviews
narratives
Piaget Jean
teacher education
Abstract in English
In the present work, we have analyzed a project of continual training of teachers regarding the education of children. The strategies employed, as well as their contribution to help teachers reflect on their educational practice have been considered. According to Piaget's theory, we have tried to identify in these teachers' practice some problem-situations that do provoke some difficulties, thus requiring new answers and subsequently, new learning techniques. Eight kindergarten teachers took part in the project. They were all between 22 and 29 years old and had between two to seven years of professional experience in educating children in the town of Rolim de Moura, RO (state of Rondônia, north of Brazil). These teachers were interviewed at the beginning and at the end of the project and they also described their work in school reports on which the meetings to discuss the many educational practices were based. Also, there have been some theoretical seminars during which the group used to discuss some texts that had been previously read and that were then related to the practical problems faced by the group. The analysis of the results shows clearly the problems faced by the teachers during their former training, their entrance to the profession and the educational practices developped, thus identifying their difficulties and needs when performing their teaching functions. It also enables to verify the importance of reflexive writing in order to improve teachers' capacity to observe the facts, thus favouring the identification of problem-situations in the educational practice. On the other hand, it demonstrates that both the fact of thinking about this practice and the fact of introducing innovations in the teaching activity are directly related to the exchanges among teachers, between teachers and their training teacher and their relation with the theory. It points out the necessity that the projects of continual training contemplate knowledge, difficulties and needs of those who are involved, considering their stage of professional development. To do so, we have to better prepare the training teachers as well as to invest on a training policy which is in connection with the teaching career and the scientific knowledge in this area.
 
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TDE.pdf (456.24 Kbytes)
Publishing Date
2003-04-02
 
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