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Publication
Inovação pedagógica nas práticas de formação de professores
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Abstract(s)
Este estudo teve como finalidade compreender as práticas pedagógicas do curso de formação continuada para professores alfabetizadores à luz da inovação pedagógica. O objeto de estudo foi a prática pedagógica de professores alfabetizadores de uma escola pública da Pré-escola ao 5º ano do Ensino Fundamental. Observaram-se as implicações e perspectivas desse curso na construção de saberes necessários ao professor para atender as novas mudanças sociais e culturais. Essa pesquisa foi enquadrada num estudo de caso, com um universo investigativo de cinco professores, um coordenador pedagógico e uma formadora do curso de formação do Programa Alfabetização na Idade Certa-PAIC no município de Fortaleza. A partir de fontes bibliográficas organizamos um quadro teórico dividido em quatro temáticas agrupadas nas discussões sobre inovação pedagógica (FINO, 2008, 2010; FULLAN, 2009; CHRISTENSEN, 2009; PAPERT, 2008; FERNANDES, 2000); aprendizagem colaborativa e interação social (CORREIA, 2010; FULLAN, 2009; GIORDAN, 1998; VIGOTSTY, 2007; JOSSO, 2010; FINO, 2001; WOODS, 1999); formação docente (SHÖN, 2000, 1991; SOUSA, 2007; JOSSO, 2010; IMBERNÓN, 2010); práticas pedagógicas (GIMENO SACRISTÁN, 2007, 1999; NÓVOA, 2002). Utilizamos a observação participante, a entrevista semiestruturada, os inquéritos por questionário e o diário de campo, como forma de captar as nuances presentes na pesquisa. Em alguns momentos foi preciso efetuar a coleta de dados por meio da história de vida de alguns professores sem, no entanto, aprofundar a questão, somente como forma de compreender as respostas dadas por estes na entrevista semiestruturada. Concluímos que as práticas pedagógicas do curso em questão se constituem como um processo dialógico onde professor e aluno são orientados a refletirem sobre o que estava sendo aprendido. Percebeu-se, ainda, que os professores alfabetizadores compreendem a importância de conhecer os seus alunos. Para os professores alfabetizadores a sua prática pedagógica sofreu ressignificação, principalmente, com as trocas de experiências, o reconhecimento de que não é detentor de todos os saberes e a confiança adquirida nas práticas pedagógicas vivenciadas e refletidas nas formações e na prática de sala de aula.
This study aimed to understand the pedagogical practices of the continuing education course for literacy teachers in the light of pedagogical innovation. The study object was the pedagogical practice these courses trying to figure out if this process these practices are innovative. We observed the implications and prospects of this course in the construction of the teacher knowledge necessary to meet the new social and cultural changes. This research was framed in a case study, with a universe of five investigative teachers, an academic advisor and a teacher of the training course program PAIC in the city of Fortaleza. We employed literature sources and organize a theoretical framework divided into four themes grouped in discussions about educational innovation (FINO, 2008, 2010, FULLAN, 2009; CHRISTENSEN, 2009; PAPERT, 2008; FERNANDES, 2000), collaborative learning and social interaction ( CORREIA, 2010, FULLAN, 2009; GIORDAN, 1998; VIGOTSTY, 2007; JOSSO, 2010, FINO, 2001; WOODS, 1999), teacher training (SHON, 2000, 1991; SOUSA, 2007; JOSSO, 2010; IMBERNÓN, 2010) ; pedagogical practices (GIMENO SACRISTÁN, 2007, 1999, NÓVOA, 2002). We use the participant observation, semi-structured interview, questionnaire surveys and the field diary as a way to capture the nuances present in search. At times it was necessary to use the data collection through the life story of some teachers without, however, extend the issue, only as a way to understand the answers given by those in the unstructured interview. We conclude that the pedagogical practices of the course in question are constituted as a dialogical process where teacher and student are asked to reflect on what was learned. It was noted also that literacy teachers understand the importance of knowing their students. For literacy teachers their practice suffered reframing mainly with exchanges of experience, the recognition that it does not hold all the knowledge and the confidence gained in the presented pedagogical practices, experienced and reflected in the training and practice room class.
This study aimed to understand the pedagogical practices of the continuing education course for literacy teachers in the light of pedagogical innovation. The study object was the pedagogical practice these courses trying to figure out if this process these practices are innovative. We observed the implications and prospects of this course in the construction of the teacher knowledge necessary to meet the new social and cultural changes. This research was framed in a case study, with a universe of five investigative teachers, an academic advisor and a teacher of the training course program PAIC in the city of Fortaleza. We employed literature sources and organize a theoretical framework divided into four themes grouped in discussions about educational innovation (FINO, 2008, 2010, FULLAN, 2009; CHRISTENSEN, 2009; PAPERT, 2008; FERNANDES, 2000), collaborative learning and social interaction ( CORREIA, 2010, FULLAN, 2009; GIORDAN, 1998; VIGOTSTY, 2007; JOSSO, 2010, FINO, 2001; WOODS, 1999), teacher training (SHON, 2000, 1991; SOUSA, 2007; JOSSO, 2010; IMBERNÓN, 2010) ; pedagogical practices (GIMENO SACRISTÁN, 2007, 1999, NÓVOA, 2002). We use the participant observation, semi-structured interview, questionnaire surveys and the field diary as a way to capture the nuances present in search. At times it was necessary to use the data collection through the life story of some teachers without, however, extend the issue, only as a way to understand the answers given by those in the unstructured interview. We conclude that the pedagogical practices of the course in question are constituted as a dialogical process where teacher and student are asked to reflect on what was learned. It was noted also that literacy teachers understand the importance of knowing their students. For literacy teachers their practice suffered reframing mainly with exchanges of experience, the recognition that it does not hold all the knowledge and the confidence gained in the presented pedagogical practices, experienced and reflected in the training and practice room class.
Description
Keywords
Educação Práticas pedagógicas Inovação pedagógica Alfabetização Formação continuada de professores Education Pedagogical practices Pedagogical innovation Literacy Continuing education of teachers Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais