Syftet med den här studien var att genom ett nu och då perspektiv analysera hur förskollärare utbildade före och efter läroplanen resonerar kring begreppet kreativitet och vilken plats den har i förskolan. För att närma sig detta intervjuade författaren tre förskollärare som fick sin utbildning på 70 och 80-talet, före läroplanen, samt tre förskollärare utbildade mellan 2008–2022, efter läroplanen. Med semistrukturerade intervjuer ställde författaren frågor om hur stor plats kreativiteten fick i deras utbildning och hur det sedan påverkade hur de arbetade med kreativitet. Vidare hur de tyckte att läroplanen hade påverkat deras undervisning i kreativitet. Samtliga förskollärare beskrev olika aspekter av begreppet kreativitet vilket visade att det inte är ett entydigt begrepp. Huvudpoängen i författarens analys av materialet är att kreativiteten i förskolan har gått från en expressiv, yttre, estetisk kreativitet till en mer produktiv, inre/yttre, utforskande kreativitet i alla ämnen.  Återkommande under studiens gång, var tidens inverkan på kreativitet. Kreativitet är något som behöver tid för att utvecklas och gynnas inte av tidseffektiva arbetsscheman. Flera av förskollärarna påtalade dilemmat med tidsbristen när de delade kreativitetsrum med flera andra avdelningar. Läroplanen förespråkar både spontana och planerade aktiviteter. Men med snävare tidsramar, underbemanning och stora barngrupper pressas kreativiteten från en spontan till en mer styrd kreativitet. Författaren drar slutsatsen att förskollärarna måste vara vaksamma så att den expressiva kreativiteten inte försvinner från förskolan för då försvinner främjandet av ett eget meningsskapande, det som gör oss till människor – frihet och individualitet. Förskollärarnas tankar och resonemang om begreppet kreativitet och hur det har utvecklats verkar inte ha kommit ifrån deras förskollärarutbildning, så författaren frågar sig var de har fått informationen ifrån. Med tanke på de varierande aspekterna av begreppet som förskollärarna lyfter så argumenterar författaren liksom tidigare forskning för att förskollärare behöver utbildning i begreppet kreativitet i förskollärarutbildningen. Detta för att säkra en kollegial samsyn, likvärdig undervisning samt för att de ska kunna identifiera och främja det i verksamheten. / The purpose of this study was to analyze, through a now-and-then perspective, how preschool teachers educated before and after the curriculum views the concept of creativity and what place it has in preschool. To approach this, the author interviewed three preschool teachers who received their education in the 70s and 80s, before the curriculum, as well as three preschool teachers educated between 2008-2022, after the curriculum. Using semi-structured interviews, the author asked questions about how big a part creativity had in their educational program and how it then affected how they worked with creativity. Furthermore, how they felt the curriculum had influenced their teaching of creativity. All preschool teachers described different aspects of the concept of creativity, which showed that it is not an unambiguous concept. The conclusion of the empirical analysis is that creativity in the preschool has gone from an expressive, external, aesthetic creativity to a more productive, internal/external, exploratory creativity in all subjects. Recurring throughout the course of the study was the impact of time on creativity. Creativity is something that needs time to develop and does not benefit from time-efficient work schedules. Several of the preschool teachers spoke of the dilemma of time constraints when they shared creativity rooms with several other preschool classes. The curriculum advocates both spontaneous and planned activity. But with tighter time frames, understaffing and large classes of pupils, creativity is pushed from a spontaneous to a more controlled creativity. The author concludes that preschool teachers must be vigilant so that expressive creativity does not disappear from the preschool, because then the promotion of one's own meaning-making and ultimately what makes us human - freedom and individuality – will disappear. The preschool teachers' thoughts and reasoning about the concept of creativity and how it has developed do not seem to have come from their preschool education, so the author wonders where they got the information from. Considering the varying aspects of the concept that the preschool teachers raise, the author along with previous researchers argues that preschool teachers need training in the concept of creativity. This is to ensure a collegial consensus, equal teaching and for them to be able to identify and support it in the classroom.

Five experienced primary school teachers were involved in the study. In-depth interviews and non-participatory observation were used to collect data. Based on thick description of five cases individually and a comprehensive comparison among them, the research revealed: (1) Teacher trainers need to take a multi-dimensional view to study the difficulties teachers encountered in implementing reform initiatives; (2) Teacher learning should take account of both "teacher" and "learning". The research highlighted that teacher professional development and personal growth are closely interrelated; (3) In different sectors (such as, the starting point of learning, the learning task, learning methods, the learning approach, learning progress and learning support), as well as at different levels, (such as, supportive vs. accelerative), teacher-change agency partnerships may have a positive influence on teacher learning. However, the professional capacity of the change agency, and the unique needs of the school played a crucial role in shaping the efficacy of the relationship between both partners and also the level of teacher learning. / Over the last decade, educational reformers in Hong Kong have targeted teacher development and learning as a key area of need. As part of this movement, different external change agencies began developing partnerships with school as attempts to enhance the quality of teacher professional development. Such partnerships have operated for a number of years, but, to date, their efficacy has been largely unexplored. This research, taking teachers' implementation of project learning as an example, aims to explore the impact of teacher-change agency partnerships on teacher learning. The study is important in helping educators to better understand the difficulties teachers face when engaging in changes and also teachers' learning need. This research also reveals the effects of teacher-change agency partnership and its impact on teacher learning. This study can shed lights on ways of curriculum change and teacher development. / The research posed four questions: (1) What difficulties do teachers face while carrying out project learning in school? (2) What kind of learning did teachers experience while involved in the teacher-change agency partnership? (3) Within the context of educational change, did teacher-change agency partnerships have an impact on teacher learning? (4) What do teacher-change agencies need to consider if partnership is to achieve positive results? / To conclude, based on the five personal narratives and with reference to relevant literature review, the research suggested that a broader discussion is needed in the area, and recommended a conceptual framework which may guide further development. / 朱嘉穎. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 283-298). / Adviser: Hin-wah Wong. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2444. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in English. / School code: 1307. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 283-298). / Zhu Jiaying.

In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed. The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings. The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines. Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2005. / The focus of this research, PIL 72 (Building institutional capacity through staff development) was active at the Eastern Cape Technikon (ECT), a tertiary institution of higher learning in the Eastern Province, South Africa from 1999 to 2001. The project addressed curriculum and staff development with the ultimate aim of improving institutional capacity. This was done through a series of training sessions for a group of 22 participants over eighteen months in Outcomes Based Education (OBE). This research investigated the impact of PIL 72 on the teaching and learning practices at the ECT. Literature was reviewed on aspects of staff development, curriculum development, assessment reform, instructional improvement and project evaluation. Qualitative research was conducted with stakeholders at the institution. Data was gathered through interviews, questionnaires and document analysis. The major findings indicated that the benefit for participants resulting from participation in the TELP project was mainly personal; the project was to some extent successful in equipping participants with the required knowledge but not the wide academic corps; the format of the staff development activities was adequate but lacked sufficient monitoring and feedback mechanisms; developmental academic leadership, especially at Head of Department level, was absent at the institution and that institutional culture both influenced and hampered institutional learning. Recommendations for implementation and possible further research are made. The research revealed that institutional culture plays a crucial role in the degree to which institutional learning takes place. Further research in this regard is recommended at institutions with similar organizational characteristics as Eastern Cape Technikon, to explore the extent to which institutional culture influences institutional learning as well as alternative staff delivery modes that can be used at institutions of higher learning.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers are dependent upon their years of teaching experience, the quality of in-service training and workshops, available resources, the support the teacher receives from the school and the Department of Education and how each school is individually managed. The findings in this study further revealed that teachers feel alone and abandoned by the Department of Education, as there is very little to no support and communication between the teachers and the Department. The teachers reported that there is a misalignment between the content and assessment requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10. Teachers then resort to measures such as structuring the GET more like the FET and reorganising and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare learners for Grade 10 Life Sciences. All the teachers who participated in the study revealed that they did not receive sufficient training to assist them with the transition process from GET to FET. Reasons offered included that in-service training and workshops focused more on administration instead of providing teachers with the necessary context-specific training required to implement the National Curriculum Statement. It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are ultimately responsible for implementing new curriculum initiatives. / AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae gerig. Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en fotografiese bewyse ingesamel. Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is nie. Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in ’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei. Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering van nuwe kurrikuluminisiatiewe.

In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed. The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings. The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines. Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

A presente pesquisa aborda como temática central o desenvolvimento profissional de professores dos anos iniciais de escolarização, relativo ao ensino de ciências. Desenvolveu-se em uma escola da rede municipal de ensino da cidade de São Paulo, tendo como base uma formação contínua em serviço orientada pela realização de atividades investigativas de ensino. A partir de referenciais teóricos da perspectiva histórico-cultural, o desenvolvimento profissional é abordado como um processo desencadeado pela docência, concebida como atividade, e como tal, mediada por ações coletivas e colaborativas. Esta investigação problematiza a relação entre ensinar ciências e aprender a ensinar ciências, a partir da seguinte questão: o que a mediação discursiva docente pode mostrar sobre o trabalho docente e desenvolvimento profissional de professores dos anos iniciais que ensinam ciências sob orientação investigativa? Trata-se de um estudo de caso, com aproximações à análise microgenética. A análise privilegia a atividade docente em sala de aula de uma das professoras do coletivo da escola, realizada mediante a configuração de suas mediações discursivas. Os resultados mostram o desenvolvimento profissional como um contínuo processo de realização de motivos e objetivos pelo professor, e de subsequentes atribuições de sentidos, potencializados por situações de aprendizagem oriundas de necessidades formativas que emergem do movimento dialógico discursivo em sala de aula. Conclui-se que o desenvolvimento profissional do professor está relacionado ao conteúdo de seus motivos e sentidos, à capacidade de reversibilidade dos modos de mediação por ele adotados para realizar os seus objetivos e à dimensão coletiva e colaborativa de sua docência. Desse modo, a pesquisa pode contribuir com reflexões no campo teórico/prático da formação de professores no ensino de ciências, não apenas por evidenciar realizações e necessidades docentes em sala de aula, mas por destacar a construção da docência na amplitude da práxis, como condição essencial para o desenvolvimento profissional. / The theme of this research is the professional development of first school years science teachers. It has been developed in a school of the São Paulo municipal teaching network based on continued education on site and supported by investigative teaching activities. Based on theoretical references that have a historic-cultural perspective, professional development is approached as a process triggered by the teaching activity and, as such, affected by collective and collaborative actions. This investigation discusses the relation between teaching science and learning how to teach science, and asks: what can the teaching discourse mediation show about the teaching activity and the professional development of first years science teachers that teach using an investigative approach? This is a case study that approximates microgenetic analysis. This analysis focuses on one of the school teachers teaching activity in the classroom and was conducted through the configuration of her discourses. Results present professional development as a continuous process through which the teacher accomplishes motives and objectives and, subsequently, assigns meanings that are strengthened by learning situations deriving from educational requirements that arise from the discourse/ dialogue movement inside the classroom. It is possible to conclude that the teachers professional development relates to the content of her motives and meanings, to her capacity of reversing adopted mediation modes to achieve her objectives, and to the collective and collaborative dimension of her teaching. Accordingly, this research may contribute to reflections on the theoretical/practical field of science teachers education, not only because it evidences teaching accomplishments and requirements in the classroom, but because it emphasizes the construction of teaching, considering the praxis as the key condition for professional development.

Made available in DSpace on 2016-07-27T13:53:52Z (GMT). No. of bitstreams: 1 GUSTAVO PIRES GUIMARAES.pdf: 2896892 bytes, checksum: 54623695fec44e4bd3641a20e8d07123 (MD5) Previous issue date: 2007-09-29 / This is a theoretical and bibliographical research, with content analysis. The object is the teachers education. It has, as objective, the accomplishment of the State of the Knowledge on Teachers Education with analysis of thesis and dissertations defended in Programs of Post- Graduation in Education, in the period 2003-2004. The distance education and the use of new technologies in the teaching practice were defined as sample for this learning production. The problem of this investigation is the following: Do the teachers education in the distance learning and the use of the information and communication technologies contribute to the democratization of knowledge? The content analysis was carried through on the basis of Bardin (2004) and Franco (2005). The theoretical reference approaches the history of distance learning, the policies regarding this topic, and the legal base focusing the teachers education. The ideas of the theoretical structure were reviewed in Moraes (1997), Brzezinski (1999,2004,2006), Litwin (2001), Belloni (2003), Fragalle Filho (2003), Oliveira (2003), Silva (2003), Toschi (2005), Faria (2006), amongst others. In the first chapter, there is a general view on the history of Distance Education (EAD), at the same time, statutes and norms regarding EAD as a modality of education in Brazil are presented. The concepts of EAD and the use of new technologies in the teaching practice as didactic resources are also studied. The concepts of the EAD and teachers education, its requirements, teacher s role, emphasizing the importance of the knowledge regarding the EAD are part of the second chapter. In the third chapter, the State of the Knowledge is developed in five stages a) documentary survey; b) Integral reading of the learning production that composes the sample (21 works); c) Elaboration of analytical summaries following the REDUC model d) Mapping of the data in an analytical matrix and arrangement of categories of analysis and describers; e) Analysis of the Content. As a result, some indications that the democratization of knowledge in the field of teachers education is carried out in a high quality EAD and in the use of new technologies in the teaching practice as a strategy of support for activities which are developed in the classroom, in virtual educational environments and in the scope of the school institution. / Esta pesquisa é teórico-bibliográfica, com análise de conteúdo. O objeto é a formação de professores. O objetivo proposto foi a realização do Estado do Conhecimento sobre Formação de Professores, com análise de teses e dissertações defendidas em Programas de Pós- Graduação em Educação, no período 2003-2004. Dessa produção discente definiu-se como amostra os trabalhos sobre educação a distância e o uso das novas tecnologias na prática docente. O problema da investigação foi assim enunciado: a formação de professores na modalidade a distância e o uso das tecnologias de informação e comunicação contribuem para a democratização do saber? A análise de conteúdo foi realizada com base em Bardin (2004) e Franco (2005). O referencial teórico abordou o histórico da educação a distância, as políticas atinentes ao tema e a base legal com foco na formação de professores. As idéias sustentadoras do arcabouço teórico foram revistas em Moraes (1997), Brzezinski (1999, 2004, 2006), Litwin (2001), Belloni (2003), Fragalle Filho (2003), Oliveira (2003), Silva (2003), Toschi (2005), Faria (2006), dentre outros. Do primeiro capítulo consta uma visão geral da história da Educação a Distância (EAD), ao mesmo tempo em que são apresentadas prescrições e diplomas legais que instituem a EAD como modalidade de ensino no Brasil. São também estudadas as concepções de EAD e o uso das tecnologias inovadoras como recursos didáticos do trabalho docente. As concepções da EAD e da formação dos professores, as exigências para essa formação, o papel do professor, com destaque à importância dos conhecimentos acerca da EAD, fazem parte do segundo capítulo. O terceiro capítulo é composto pelo Estado do Conhecimento desenvolvido em cinco etapas: a) levantamento documental; b) leitura integral da produção discente que compõe a amostra (21 trabalhos); c) elaboração dos resumos analíticos no Modelo REDUC; d) mapeamento dos dados em matriz analítica e configuração de categorias de análise e descritores; e) análise do conteúdo. Resultaram desta investigação indicativos de que a democratização do saber no campo de formação de professores se realiza por meio da EAD de boa qualidade e do uso das novas tecnologias na prática docente, como estratégia de apoio às atividades que se desenvolvem na sala de aula, nos ambientes virtuais educativos e no âmbito da instituição escolar.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2019-03-19T12:32:27Z No. of bitstreams: 1 Wellynton Rodrigues da Silva.pdf: 1770131 bytes, checksum: 08cebf1c4cff70fd2199659dfae2fb75 (MD5) / Made available in DSpace on 2019-03-19T12:32:27Z (GMT). No. of bitstreams: 1 Wellynton Rodrigues da Silva.pdf: 1770131 bytes, checksum: 08cebf1c4cff70fd2199659dfae2fb75 (MD5) Previous issue date: 2019-01-30 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / São Paulo state government instituted, with the Supplementary Law n. 1.164, of January 4, 2012, the Full-time Education Program, increasing teachers’ and students’ work and study hours in 16 pilot schools in São Paulo, proposing changes in the curriculum, methodologies and forms of service and administration, as well as bringing as premise the investment in actions of continuing education in order to fulfill the needs of those teachers and schools. We propose in this investigation to identify and describe aspects of those continuing education actions offered in the schools of this program, analyzing whether they enable those teachers to the claimed self-formation, providing them autonomy to plan and manage their own formation project. It is an analytical-descriptive study of the teachers’ continuing formation actions of a Secondary Education School, which participated in the Full-time Education Program of São Paulo, situated in the capital of the State. Such school was chosen because it presented the lowest professional rotativity among the 16 schools which have initially been part of the Program in the state of São Paulo, since 2012. The qualitative research was accomplished by means of documental analysis (specific legislation and documents produced to the school by the administrative boards and by the school in its daily routine); questionnaires and interviews with 05 teachers, 02 coordinators and 01 school principal, observation of the teachers’ and school administrative staff’s work routine and environment. Theoretical support to the investigation was provided by authors, such as: Marcelo, Tardif, Marin, Candau, Hargreaves and Giovanni (for the definition of teacher continuing education, professional development and teachers’ knowledge); García Del Dujo and Rodriguez (concerning the concept of self-formation); Barroso (conceptualizing the formation centered on the school); and Viñao Frago (concerning the concept of administrators’ and teachers’ school culture). Data obtained confirmed the hypothesis that the teachers’ continuing education, assured by the Law and organized by means of Resolutions, is founded in top-down elaborated legislation, without considering the needs of the school as well as the teachers. Its principles are based on hardly effective traditional models of continuing education, whose approach prioritizes the teachers’ instrumentalization to apply and reproduce the curriculum, standardizing routines and practices. The authoritarian way the richest Brazilian state – São Paulo – determined to manage its educational system has brought consequences to all the school agents, specially to the teachers, who are the final responsible for the implementation of the changes proposed, demonstrating centralism in the decisions and concern with the curricula standardization, without taking into consideration the school culture, the teachers’ culture and their knowledge / O governo do Estado de São Paulo instituiu, com a Lei Complementar nº 1.164, de 4 de janeiro de 2012, o Programa de Ensino Integral, por meio do qual ampliou a jornada de alunos e professores em 16 escolas-piloto paulistas, propondo mudanças no currículo, nas metodologias e nas formas de atendimento e de gestão, bem como trazendo como premissa, oinvestimento em ações de formação continuada para atender às necessidades dessesprofessores e escolas. Propôs-se nesta investigação identificar e descrever aspectos dessas ações de formação continuada oferecidas nas escolas deste programa, analisando se possibilitam aos professores a proclamada autoformação, concedendo-lhes autonomia para planejar e gerir seu próprio projeto formativo. Trata-se de um estudo analítico-descritivo das ações de formação continuada dos professores de uma escola de ensino médio e seus profissionais, pertencentes ao Programa Ensino Integral paulista, situada na capital do Estado. Tal escola foi definida por apresentar a menor rotatividade profissional dentre as 16 escolas que iniciaram esse Programa no Estado de São Paulo, desde 2012. A pesquisa, de natureza qualitativa, foi realizada por meio de análise documental (legislação específica e documentos produzidos para a escola pelos órgãos administrativos e pela escola em seu dia a dia); questionários e entrevistas com 05 professores, 02 coordenadores e 01 diretora, observação do ambiente e rotina de trabalho dos professores e gestores na escola. Fornecem apoios teóricos à pesquisa autores como: Marcelo, Tardif , Marin, Candau, Hargreaves e Giovanni (para definição de formação continuada, desenvolvimento profissional dos professores e saberes docentes); García Del Dujo e Rodriguez (em relação ao conceito de autoformação); Barroso (em relação ao conceito de formação centrada na escola); e Viñao Frago (no que concerne ao conceito de cultura dos gestores e cultura dos professores). Os dados obtidos confirmaram a hipótese de que a formação continuada dos professores, assegurada em Lei e organizada por meio de Resoluções, está assentada em legislação elaborada de cima para baixo, sem considerar as necessidades da escola e dos professores. Seus princípios estão baseados em modelos tradicionais de formação continuada pouco efetivos, cuja abordagem privilegia a instrumentalização dos professores para aplicação e reprodução do currículo, padronizando rotinas e práticas. O modo autoritário como o estado mais rico do Brasil – São Paulo – resolveu gerir seu sistema de ensino tem trazido consequências para todos os agentes que trabalham nas escolas, destacando-se aqui os professores, que são os responsáveis finais pela implementação das mudanças propostas, evidenciando centralismo nas decisões e preocupação com a padronização dos currículos, sem levar em consideração as culturas das escolas, dos professores e seus saberes

Made available in DSpace on 2016-04-27T14:31:58Z (GMT). No. of bitstreams: 1 rosamaria.pdf: 7314921 bytes, checksum: feb51586b53b80c106e02dc4e09fa8d3 (MD5) Previous issue date: 2007-05-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The main subject of this research is transdisciplinary docency, intending to find, in the foundations of transdisciplinarity, new principles to give new meanings to the educational practice, bearing in mind the needs of our time. The education is presented as a path, gathering, through changes, the hope of a fairer life, more balanced in its relations with the environment, more fraternal and solidary. The teachers face the challenge of stimulate uninterested students, who are not connected with what happens in their schools. The school seems to unattached itself from its students lives, its community and even the teachers, employees and managers who work at it. The research is developed in a qualitative approach, through experiencias formadoras which make it possible to learn articulating know-how and knowledge, meanings and values. From experiences that interrupt way of thinking it is born an attempt to, through questioning, understand what happened. It is the beginning of a reflexive process which make us dialogue with theories and ideas that allow us to understand and analyze this experience, giving it a new meaning. Therefore these experiences become experiencias fundadoras , which allow us to think about new docency principles, based on transdisciplinarity. This principles are starting points, which are related in a opened, dynamic and processual way, marked by dialogue and by not being static, which allows new arrangements, incorporating ideas, providing an opportunity to new experiences, making a continuous process of acquiring knowledge and teacher education. In this panorama, having experiencias fundadoras e formadoras as a start, i believe that the transdisciplinary ethic must be the base to re-evaluate the docency. This transdisciplinary ethic is based on the triangulo da vida , that is the relations of interdependency between the individual, the society and the environment that provide life. To this I add the concept of transdisciplinary subject, which covers the complex thought, the multidimensionality of the levels of reality and the zone of non-resistance, to understand the human multidimensionality and the need to articulate the different sciences, the philosophy, the arts, the traditions and the spiritual experiences in the educational practice. Therefore, the new principles that emerge from this research are: recognizing the world we live in, discovering our time to be, sheltering the others, weaving our living together, building in a group. At the end, with all new principles delineated, I evaluate its contribution to the docency formation, propose questions that help us to think in the education of a transdisciplinary docency, aiming the education for a planetary citizenship which needs to incorporate the idea of the education in peace and for peace / O presente trabalho trata da docência transdisciplinar, tendo por objetivo buscar, nos fundamentos da transdisciplinaridade, novos princípios para ressignificar a prática educacional, tendo em vista as necessidades de nosso tempo. A educação é apresentada como um caminho por onde passa a mudança, congregando a esperança de uma vida mais justa, mais equilibrada, nas relações com o meio ambiente, mais solidária e fraterna. Os professores enfrentam o desafio de motivar alunos desinteressados, desconectados do que acontece na escola. A escola parece desvincular-se da vida dos alunos, da comunidade onde se insere e dos próprios professores, funcionários e gestores que a compõem. A pesquisa desenvolve-se com base na abordagem qualitativa, através de experiências formadoras que possibilitam a aprendizagem, articulando o saber-fazer e a técnica a conhecimentos, significados e valores. A partir de experiências que interrompem uma lógica de pensamento e/ou ação, cria-se um espaço de questionamento decorrente da tentativa de entender o que aconteceu. Inicia-se um processo reflexivo, que desencadeia o diálogo com idéias e teorias que permitam compreender a experiência, analisá-la, ressignificála. Desta maneira, as experiências iniciais transformam-se em experiências fundadoras, permitindo que eu formule novos princípios para a docência, fundamentados na transdisciplinaridade. Tais princípios configuram-se como pontos de partida que se relacionam de forma dinâmica, aberta e processual, permeados pelo diálogo, pelo movimento e pelo fluxo, permitindo sempre novos arranjos, incorporando idéias, propiciando novas experiências, caracterizando um processo contínuo de conhecimento e formação. Nesse panorama, partindo das experiências fundadoras e formadoras, considero que a ética transdisciplinar, alicerçada no triângulo da vida, ou seja, nas relações de interdependência entre o indivíduo, a sociedade e o meio que propiciam a vida, pode servir de base para repensar a docência. Acrescento o conceito de sujeito transdisciplinar que abraça o pensamento complexo, a multiplicidade dos níveis de realidade e a zona de não-resistência, para compreender a multidimensionalidade humana e a necessidade de articular as ciências, a filosofia, as artes, as tradições e as experiências espirituais na prática educacional. Assim, os novos princípios que emergem da pesquisa são: reconhecer o mundo em que vivemos o nosso tempo; reencontrar o tempo de ser; acolher as partes; tecer a trama da convivência; criar juntos. Por fim, com os novos princípios delineados, considero sua contribuição para a formação docente, propondo questões que nos auxiliem a pensar numa formação da docência transdisciplinar, objetivando a educação para a cidadania planetária, que precisa incorporar a idéia da educação em paz e pela paz