Formação de professores em nível médio na modalidade a distância : a experiência do Proformação

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The development of public policies to the formation of teachers at work is a challenge to education in the XXI century in Brazil. The present thesis was built by starting off with the analysis of a Ministry of Education program which provided the formation in high school mainstream modality to teachers who are teaching the first years of the elementary level using long distance learning. This research aimed at analysing the contributions of the experience of Proformação (Program of Formation of teachers at work) to the formation policies of teachers and analysing the perception of federal administrators, state coordinators, specialist teachers and trainee teachers regarding the process of formation proposed by the Program towards the positive points and those which weaken the process. The methodology used was of qualitative matter, with documentation analysis, interviews with federal and state administrators and teachers who left the program in the states of Minas Gerais, Goias e Sergipe. Positive aspects were pinpointed such as the methodology to produce the didactic material with horizontal and vertical axes articulating the thematic areas to teachers pedagogic practice; the possibility of integrated work between the country, states and municipality focused on the implementation of the public policy for the formation of teachers; the establishment of local learning communities mediated by the more experienced teachers; the rescue of self-esteem ensued in meaningful identity changes in teachers; the accompaniment of the pedagogical practice in school of the teacher to be formed; the value of the profession of teaching and the cumulative knowledge by the graduate teachers who got involved in university graduation. As aspects that weakened the program were pointed out: the acceleration of the formation with the consolidation of the practice by the teacher in the amount of hours of the course; the little possibility of communication between the trainee teacher and the specialist teacher; what generated bounderies in the internalization and deepening of basic concepts; the difficulty in moving around rural areas; the hiring of new non-certified teacher working in the field; the inactivity of the program due to the conditions of work of the teachers. Key-words: formation of teachers, distance learning; non-certified teacher; Proformação (Program of formation of teachers

ASSUNTO(S)

formação de professores distance learning proformação (program of formation of teachers at work) educacao educação a distância formation of teachers proformação non-certified teacher professor leigo

ACESSO AO ARTIGO

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