A gestão da formação contínua de professores no município de Bragança/PA- Brasil - (2000 2010): um estudo de caso
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2011
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Este estudo reteve atenção especial na gestão da formação contínua de professores
no Município de Bragança-Pá - (2000-2010). Um estudo de caso. Levam-se em
consideração os projectos, as acções dos gestores escolares, professores e entidades
governamentais em geral, a saber, as políticas educacionais efetivadas ou não no
processo da formação contínua. Por outro lado, tem como objetivo, analisar as propostas
de formação contínua de professores com base nas leis e critérios adotados pelas
escolas, 1º unidade Regional de Educação e o Estado do Pará, no sentido de investigar
os fatores que interferem no processo e desenvolvimento das acções pedagógicas e
diagnosticá-las quanto a sua natureza, além de conhecer os avanços e retrocessos em
relação à formação contínua de professores.
O tipo de estudo e abordagem da pesquisa implicou numa metodologia
qualitativa, através de uma pesquisa etnográfica que objetiva registrar, estudar analisar,
entender e criticar a realidade, na tentativa de desvendar a luz das teorias estudadas o
processo de qualificação e aprimoramento dos profissionais da educação em seis escolas
selecionadas no Município de Bragança-Pá.
Em suma, pretendo verificar o modo e forma que os atores estão envolvidos,
compromissados ou não na formação contínua de professores nas escolas. Ou seja, se os
mesmos estão imbricados na lei que sustenta e garante a formação dos mesmos.
This study has retained special attention in managing the training of teachers in the district of Bragança-Pará - (2000-2010). A case-study that takes into account projects, the actions of school administrators, teachers and government entities in general, namely, educational policies or no effect on the process of training. On the other hand, aims to analyze the proposals for training of teachers based on laws and criteria adopted by schools, 1 unit Regional Education and the State of Pará, in order to investigate the factors that interfere with the process and development of action pedagogical and diagnose them as to nature and learn about the advances and setbacks in relation to the training of teachers. The type of study and research approach entailed a qualitative methodology, through an ethnographic study that aims to study, analyze, understand and criticize the reality in an attempt to uncover the theories that studied of the training process and professional improvement of education in six selected schools in the district of Bragança-Pará. In short, I intend to check the mode and manner that the actors involved are not compromised or in-service training of teachers in schools. That is, if they are intertwined in the law that maintains and ensures their training.
This study has retained special attention in managing the training of teachers in the district of Bragança-Pará - (2000-2010). A case-study that takes into account projects, the actions of school administrators, teachers and government entities in general, namely, educational policies or no effect on the process of training. On the other hand, aims to analyze the proposals for training of teachers based on laws and criteria adopted by schools, 1 unit Regional Education and the State of Pará, in order to investigate the factors that interfere with the process and development of action pedagogical and diagnose them as to nature and learn about the advances and setbacks in relation to the training of teachers. The type of study and research approach entailed a qualitative methodology, through an ethnographic study that aims to study, analyze, understand and criticize the reality in an attempt to uncover the theories that studied of the training process and professional improvement of education in six selected schools in the district of Bragança-Pará. In short, I intend to check the mode and manner that the actors involved are not compromised or in-service training of teachers in schools. That is, if they are intertwined in the law that maintains and ensures their training.
Descrição
Dissertação de Mestrado em Gestão
Palavras-chave
Gestão , Formação contínua , Educação , Escola pública