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Previous issue date: 2010-10-04 / Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Forma??o de Professores para a Educa??o B?sica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranh?o - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vit?ria do Mearim in Maranh?o. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vit?ria do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education / O estudo Pol?tica de Forma??o de Professores: uma leitura a partir da an?lise do Programa Especial de Forma??o de Professores para a Educa??o B?sica Proeb tem como objetivo analisar a forma??o inicial de professores desenvolvida pela Universidade Federal do Maranh?o UFMA. O Proeb ? uma pol?tica de forma??o de professores em servi?o, formulada e implementada no ?mbito das atuais pol?ticas educacionais para a Educa??o B?sica. O trabalho parte do pressuposto de que as diretrizes elaboradas, nas ?ltimas d?cadas do s?culo XX, est?o articuladas aos organismos internacionais que disseminaram no Continente Latino-americano um modelo homog?neo de forma??o, que tem como principais caracter?sticas ser realizada em servi?o, por meio da modalidade a dist?ncia tendo a escola como l?cus principal. No Brasil, essas diretrizes encontram suporte na Lei de Diretrizes e Bases da Educa??o Nacional n? 9.394/96 e no Parecer 09/2001, que trata das Diretrizes Curriculares para a forma??o de Professores da Educa??o B?sica. Para a efetiva??o do estudo, foi tomado, como refer?ncia, a proposta curricular elaborada para a implanta??o do Proeb, no per?odo de 1998 a 2002, mais especificamente a proposta operacionalizada no Curso de Licenciatura de Matem?tica no munic?pio Vit?ria do Mearim no Maranh?o. Para a realiza??o da pesquisa, foi utilizada a pesquisa bibliogr?fica, como forma de aprofundar os conhecimentos, precisar e objetivar o aspecto conceitual do objeto pesquisado. A pesquisa documental se constituiu na an?lise de documentos legais relativos ? reforma da educa??o, pol?ticas de forma??o de professores e o Projeto Pedag?gico do Proeb/UFMA e, por fim, as entrevistas semiestruturadas que foram utilizadas por permitir uma melhor compreens?o dos sujeitos envolvidos com a pesquisa. A an?lise dos dados obtidos evidencia que o curr?culo elaborado para operacionalizar o curso da licenciatura de matem?tica do Proeb/UFMA, apesar de possuir diretrizes que apontam para a supera??o da dicotomia teoria/pr?tica e estabelecer o trabalho como princ?pio educativo, possui uma organiza??o curricular disciplinar, que refor?a a vis?o instrumental do curr?culo, n?o possibilitando, na pr?tica, a efetiva??o de sua proposta inicial. No que se refere ? vis?o dos egressos sobre o curso, eles real?am as fragilidades do curso, mas tamb?m evidenciam que ele possibilitou uma melhoria da forma??o inicial, por meio das disciplinas do tronco comum do curr?culo e das disciplinas de forma??o especial. Os egressos, nas suas falas, deixam perceber, tamb?m, que o curso teve repercuss?es na sua pr?tica pedag?gica e na melhoria da sua inser??o no mercado de trabalho e na comunidade de Vit?ria do Mearim. De modo geral, esses avan?os sinalizam ind?cios de profissionaliza??o docente, muito embora sejam incipientes. O trabalho evidencia que, para que a profissionaliza??o docente seja institu?da, os curr?culos das licenciaturas de forma??o de professores devem superar a vis?o tradicional e implantar curr?culos contextualizados e em uma vis?o interdisciplinar, que contemple, em igual propor??o, a forma??o geral e a forma??o espec?fica do curso. Nesse sentido, entendemos que ? necess?rio rever o papel da Universidade, nos processos formativos e recuperar, no ?mbito das pol?ticas educacionais, a dimens?o omnilateral da forma??o dos professores
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14330 |
| Date | 04 October 2010 |
| Creators | Lauande, Maria de F?tima Ribeiro Franco |
| Contributors | CPF:18930689515, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771492U8189, Farias, Isabel Maria Sabino de, CPF:28431952334, http://lattes.cnpq.br/4537311001790225, Nascimento, Ilma Vieira do, CPF:01239287373, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4767029J6, Ribeiro, M?rcia Maria Gurgel, CPF:20050755404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0, Andrade, ?rika dos Reis Gusm?o de, CPF:34252819504, http://lattes.cnpq.br/0778953049451033, Queiroz, Maria Aparecida de, CPF:01999184491, http://lattes.cnpq.br/0642511546307992, Castro, Alda Maria Duarte Ara?jo |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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