Ways of teachers: the teaching professional development in the initial years of basic education. / Caminhos de professoras: o desenvolvimento profissional docente nos anos iniciais do ensino fundamental.

AUTOR(ES)

Rosa Maria de Freitas Rogério

DATA DE PUBLICAÇÃO

2008

RESUMO

This is a study about how teachers of the initial years of the Basic Education are developing themselves professionally and how they are producing their profession. We search to understand how professional development of teachers is influenced by the experiences of each one of them during the careers trajectory. In order to understand this development, we adopt as reference the São Paulos Municipal Education Net because it presents important elements four our study as, for example, the existence of a statute that legitimizes the teaching profession and that provides for the teachers opportunities of professional development inside their dayswork. To answer to the objectives considered for the research, we invite three teachers of the Municipal Education Net with different years of experience. These teachers were teaching to the initial years of Basic Education in 2006. In the attempt to catch the story of the experiences lived by the teachers, we search the Oral Historys support because this allows us to apprehend the persons lived experience (three teachers) inside the social context (teaching profession). We also search teachers career studies in order to reflect about its professional trajectory and to understand how the process of professional development occurs. The teaching professions studies have been supported by the contributions of Portuguese António Nóvoa (1986, 1991, 1995a, 1995b, 1998, 1999 e 2000) and by the contributions of Brazilians Tanuri (1969 e 1979), Dias (2002), Marcílio (2005) and Castro (2005). The professional developments concept has been supported by the contributions of Nóvoa (1995a and 2000), Marcelo Garcia (1994), Almeida (1999a, 1999b, 2004a and 2004b), Souza (2005) and Day (1999). The hypothesis that guides this study consists of considering the professional development, that is in the teachersstories, as a help to understand the ways of being teacher in the contemporary public school. We elaborate three categories that have guided us during the datas analysis: relation with the knowledge, continuous formation and autonomy. To the end of the research, we reach the agreement that along the careers years the teacher have been developing itself professionally, have been reflecting about its ways of being in the profession and have been creating and modifying its pedagogic action.

ASSUNTO(S)

teachers of the basic education initial years teacher s professional development teaching profession professoras dos anos iniciais do ensino fundamental learning cycles história oral desenvolvimento profissional de professores ciclos de aprendizagem profissão docente oral history

Documentos Relacionados

• A aquisição de saberes profissionais no exercício da docência por professoras das séries iniciais do ensino fundamental
• Cálculo nos anos iniciais do ensino fundamental: dúvidas e expectativa
• O mestrado profissional em ensino de matemática e o desenvolvimento profissional de professores: um desafio institucional
• Instrumentos de avaliação do processo ensino-aprendizagem no ensino fundamental.
• LEARNING TEACHING: PROFESSIONAL DEVELOPMENT FOR TEACHERS CLASSES RURAL MULTIPORT