EM LINHAS NARRATIVAS: A RELEVÂNCIA DA FORMAÇÃO CONTINUADA PARA O DESENVOLVIMENTO PROFISSIONAL DOS PROFESSORES INICIANTES
O presente trabalho é fruto de uma investigação desenvolvida durante a formação continuada realizada em uma escola estadual urbana no decorrer do ano de dois mil e dezessete, a qual teve como objetivo analisar o processo de inserção do professor iniciante no ambiente de trabalho e a repercussão da formação continuada para o seu desenvolvimento profissional. A pesquisa elegeu a seguintes questões: Quais as principais dificuldades vivenciadas no período de inserção na carreira docente? Qual a relevância dos encontros formativos realizados na escola para o desenvolvimento profissional do professor iniciante? Com o intuito de respondermos a essas indagações, nos propusemos a realizar a pesquisa com abordagem qualitativa, para a coleta de dados nos apoiamos no método (auto) biográfico, por meio dos memoriais de formação produzidos por três professoras iniciantes egressas do curso de Pedagogia da Universidade de Cuiabá, que atuam em uma escola estadual na cidade de Rondonópolis – MT. Para desenvolver as reflexões e análises embasou-se teoricamente nos pressupostos de Carlos Marcelo Garcia, Maria da Conceição Passeggi, Cristine Josso, Matias Finger e Antônio Nóvoa, Elizeu Clementino de Souza, dentre outros. O resultado da análise dos dados obtidos expõe os principais dilemas dos professores iniciantes, ressaltando os entraves e desafios vivenciados nos três primeiros anos da docência. Além disso, a formação continuada foi considerada como elemento primordial para o desenvolvimento profissional dos professores iniciantes, contribuindo significativamente para a sua inserção na carreira docente.
EM LINHAS NARRATIVAS: A RELEVÂNCIA DA FORMAÇÃO CONTINUADA PARA O DESENVOLVIMENTO PROFISSIONAL DOS PROFESSORES INICIANTES
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DOI: 10.22533/at.ed.5752022052
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Palavras-chave: Formação Continuada. Desenvolvimento profissional. Professor iniciante.
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Keywords: Continued educational formation. Professional development. Beginning teaching professional.
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Abstract:
The present work is the result of an investigation carried out during the continued educational formation which took place at a urban public state school during the year twenty-seventeen, in which the objective was to analyse the insertion procedure of the beginning teaching professional in the working environment and the repercussion of the continued educational formation for his/her professional development. The research elected the following questions: Which are the main difficulties gone through during the insertion in the teaching profession? What is the relevance of the educational formative meetings held at school for the development professional of the beginning teaching professional? In order to answer these questions, we proposed ourselves to carry out this survey based on qualitative approach and for the data gathering, we resorted to the auto-biographical method, through memorials of educational formation brought about by three beginning teaching professionals coming from the Pedagogy graduation course from the University of Cuiabá, who work at a public state school in the city of Rondonópolis-MT. It was theoretically based on Carlos Marcelo´s, Maria da Conceição´s, Cristine Josso´s, Matias Finger´s and Antônio Nóvoa´s, Elizeu Clementino de Souza´s developed surveys in addition to others to bring about reflexions and analyses. The result brought out of the data shows the beginning teaching professionals´ main dilemas, highlighting the hindrances and challenges gone through in the three first years of the teaching profession. Besides it all, the continued educational formation was considered as main element for the beginning teaching professionals´ professional development, contributing hugely for his/her insertion in the teaching profession.
Abstract: The present work is the result of an investigation carried out during the continued educational formation which took place at a urban public state school during the year twenty-seventeen, in which the objective was to analyse the insertion procedure of the beginning teaching professional in the working environment and the repercussion of the continued educational formation for his/her professional development. The research elected the following questions: Which are the main difficulties gone through during the insertion in the teaching profession? What is the relevance of the educational formative meetings held at school for the development professional of the beginning teaching professional? In order to answer these questions, we proposed ourselves to carry out this survey based on qualitative approach and for the data gathering, we resorted to the auto-biographical method, through memorials of educational formation brought about by three beginning teaching professionals coming from the Pedagogy graduation course from the University of Cuiabá, who work at a public state school in the city of Rondonópolis-MT. It was theoretically based on Carlos Marcelo´s, Maria da Conceição´s, Cristine Josso´s, Matias Finger´s and Antônio Nóvoa´s, Elizeu Clementino de Souza´s developed surveys in addition to others to bring about reflexions and analyses. The result brought out of the data shows the beginning teaching professionals´ main dilemas, highlighting the hindrances and challenges gone through in the three first years of the teaching profession. Besides it all, the continued educational formation was considered as main element for the beginning teaching professionals´ professional development, contributing hugely for his/her insertion in the teaching profession.
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Número de páginas: 15
- Ivete Cevallos
- Rozilene de Morais Sousa
