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This diploma theses is focused on support of class teachers on the beginning of their career in high schools, generally, the core of this work is its competences necessary for the performance of this function and the duties connected with it, its legislative framework. I chose this topic as i am a class teacher for the first time. And would like to do this work with high responsibility. Meanwhile I'm inspired by more experienced colleagues, whose advice are very precious to me. The aim of this work is to cover the topic of competences of class teachers in secondary vocational schools. To include the aspect of socialization - adaptation of class team, social structure of the class, education of this social group. In the empirical part of this work is case study of class teachers and their work experiences. Semi structured interviews are mapping demands of fulfilling their duties, personal experience in positive and negative aspect. i conducted these semi structured interviews in private high school with two class teachers. The objective of this diploma thesis is that support for beginning teachers at a given school has a lot of room for improvement. The semi-structured in-depth interviews showed that support for beginning classrooms is provided by rather informal help to senior colleagues, less so...

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-01-11T13:54:13Z No. of bitstreams: 1 antoniotomedasilvasouza.pdf: 1001530 bytes, checksum: 81609945a394cabac094e31c8eeb0fe4 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2017-01-31T11:18:50Z (GMT) No. of bitstreams: 1 antoniotomedasilvasouza.pdf: 1001530 bytes, checksum: 81609945a394cabac094e31c8eeb0fe4 (MD5) / Made available in DSpace on 2017-01-31T11:18:51Z (GMT). No. of bitstreams: 1 antoniotomedasilvasouza.pdf: 1001530 bytes, checksum: 81609945a394cabac094e31c8eeb0fe4 (MD5) Previous issue date: 2016-02-25 / A presente dissertação aborda o caso de gestão referente à formação dos Professores Presenciais no Projeto Ensino Médio Presencial com Mediação Tecnológica/EMPMT no município de Beruri/AM. A pesquisa possui as seguintes questões centrais: a formação do Professor Presencial que atua no Projeto Ensino Médio Presencial com Mediação Tecnológica consegue atender a todas as atribuições que a ele compete? A formação em licenciaturas ou Normal Superior, juntamente com a capacitação ofertada pelo Centro de Mídias, dá ao Professor Presencial o suporte necessário para o aprendizado dos alunos no Projeto? Para analisar estas questões, a pesquisa pautou-se na metodologia qualitativa, com a utilização dos seguintes instrumentos: análise documental, entrevistas e questionários. As entrevistas foram realizadas com a responsável pela contratação de professores e a responsável pela formação/capacitação dos Professores Presenciais do Projeto EMPMT. O questionário foi aplicado a todos os Professores Presenciais que atuam no Projeto EMPMT em Beruri. Para fundamentação desta pesquisa foi utilizado como referencial teórico as reflexões de autores como Maia (2010), Campos (2011), Costa (2015), Kenski ( 2003, 2007). A pesquisa dialoga também com as reflexões de Saviani (2013), Cardoso e Toscano (2011) e Moran (2013). Os resultados da pesquisa apontam para uma problemática central: as dificuldades dos Professores Presenciais em realizar com competência a mediação pedagógica dos componentes que compõem a matriz curricular do Projeto EMPMT no município de Beruri. A partir dessa constatação, propusemos um Plano de Ação Educacional (PAE) para minimizar essa questão. Este PAE visa implementar duas ações, um Curso de Formação em Metodologia para o Ensino Médio Presencial com Mediação Tecnológica para os Professores Presenciais do município de Beruri e, a proposta de seminários semestrais para o diálogo entre os Professores Ministrantes, os Professores Presenciais e a Equipe Pedagógica do Centro de Mídias cuja intenção é proporcionar maior participação ao Professor Presencial na implementação do Projeto. / This thesis addresses the management case concerning the formation of In-Person Classroom Teachers in Secondary Education Project with Technological Mediation in the municipality of Beruri / AM. The research has as its central issue: The formation of the Classroom Teacher that works in the Classroom School Project with Technological Mediation realize all assignments that he competes? Does training in undergraduate or Normal Superior, along with the training offered by the Media Center gives, Professor Face, the support necessary for effective student learning in the project? To examine this question, the research was based on the qualitative methodology, using the following research tools: document analysis, interviews and questionnaires, which supported the data collection. Interviews were conducted with responsible for hiring teachers and responsible for the formation / training of Teachers in On-site EMPMT Project. The questionnaire was administered to allPerson Teachers who work in EMPMT Project Beruri. For reasons of this research was used as theoretical reflections of authors such as Maia (2010), Campos (2011), Costa (2015), Kenski (2003, 2007). The survey also dialogues with the reflections of Saviani (2013), Cardoso and Toscano (2011) and Moran (2013). The survey results point to a major problem: the difficulties of In-Person Teachers perform competently in the mediation of the components that make up the curriculum of EMPMT Project in the municipality of Beruri. From this observation, we proposed a PAE to minimize this problem: Methodology Training Course for High School Classroom with Technology Mediation for On-site teachers of the municipality of Beruri, to be held on vacation in January and June at the Amazon Educational Media Center and the proposed biannual meetings for dialogue between ministering Teachers, Teachers and Educational On-site team , with the aim of giving voice to Professor Face in the implementation of the Project.