Formação docente em Goiás para escolas de tempo integral no ensino fundamental
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Objetivos de Desenvolvimento Sustentável
Título do Períodico
Linhas Críticas
ISSN
1981-0431
Página(s)/e-location
e39614
Idioma(s)
pt
Fonte
Fonte
Brasília
27
jan./dez.
27
jan./dez.
Coleções
Resumo
Este estudo investigou como um curso de formação continuada pode contribuir para a prática pedagógica de professores dos Centros de Ensino em Período Integral, dos anos finais do ensino fundamental, do Estado de Goiás. Utilizou-se a pesquisa-ação, com o oferecimento de um curso realizado em formato remoto, devido à pandemia. Os instrumentos metodológicos foram: análise do discurso, chat, roda de conversa e atividades escritas. Os resultados indicam que um curso de formação deve considerar o período de oferecimento, com tempo suficiente para solucionar as dificuldades e os desafios encontrados ao longo do curso, assim como a especificidade do público-alvo a que se destina e a aprendizagem coletiva.
This study investigated how a continuing education course can contribute to the pedagogical practice of teachers at Full-Time Teaching Centers, in the final years of elementary school, in the State of Goiás. Action research was used, offering a course held in remote format, due to the pandemic. The methodological instruments were: discourse analysis, chat, conversation circle and written activities. The results indicate that a training course must consider the period of offering, with enough time to solve the difficulties and challenges encountered throughout the course, as well as the specificity of the target audience for which it is intended and collective learning.
This study investigated how a continuing education course can contribute to the pedagogical practice of teachers at Full-Time Teaching Centers, in the final years of elementary school, in the State of Goiás. Action research was used, offering a course held in remote format, due to the pandemic. The methodological instruments were: discourse analysis, chat, conversation circle and written activities. The results indicate that a training course must consider the period of offering, with enough time to solve the difficulties and challenges encountered throughout the course, as well as the specificity of the target audience for which it is intended and collective learning.
Cette étude a examiné comment un cours de formation continue peut contribuer à la pratique pédagogique des enseignants des centres d'enseignement à temps plein, dans les dernières années de l'école primaire, dans l'État de Goiás. La recherche-action a été utilisée, offrant un cours dispensé en format à distance, en raison de la pandémie. Les instruments méthodologiques étaient : l'analyse du discours, le chat, le cercle de conversation et les activités écrites. Les résultats indiquent qu'une formation doit tenir compte de la période d'offre, avec suffisamment de temps pour résoudre les difficultés et défis rencontrés tout au long de la formation, ainsi que la spécificité du public cible auquel elle est destinée et l'apprentissage collectif.
This study investigated how a continuing education course can contribute to the pedagogical practice of teachers at Full-Time Teaching Centers, in the final years of elementary school, in the State of Goiás. Action research was used, offering a course held in remote format, due to the pandemic. The methodological instruments were: discourse analysis, chat, conversation circle and written activities. The results indicate that a training course must consider the period of offering, with enough time to solve the difficulties and challenges encountered throughout the course, as well as the specificity of the target audience for which it is intended and collective learning.
This study investigated how a continuing education course can contribute to the pedagogical practice of teachers at Full-Time Teaching Centers, in the final years of elementary school, in the State of Goiás. Action research was used, offering a course held in remote format, due to the pandemic. The methodological instruments were: discourse analysis, chat, conversation circle and written activities. The results indicate that a training course must consider the period of offering, with enough time to solve the difficulties and challenges encountered throughout the course, as well as the specificity of the target audience for which it is intended and collective learning.
Cette étude a examiné comment un cours de formation continue peut contribuer à la pratique pédagogique des enseignants des centres d'enseignement à temps plein, dans les dernières années de l'école primaire, dans l'État de Goiás. La recherche-action a été utilisée, offrant un cours dispensé en format à distance, en raison de la pandémie. Les instruments méthodologiques étaient : l'analyse du discours, le chat, le cercle de conversation et les activités écrites. Les résultats indiquent qu'une formation doit tenir compte de la période d'offre, avec suffisamment de temps pour résoudre les difficultés et défis rencontrés tout au long de la formation, ainsi que la spécificité du public cible auquel elle est destinée et l'apprentissage collectif.
Descrição
Palavras-chave
Educação continuada, Formação docente, Políticas públicas em educação, CEPI, Iniciação científica, Continuing education, Teacher training, Public policies in education, CEPI, Scientific initiation, Formación continua, Formación docente, Políticas públicas en educación, CEPI, Iniciación científica, Formation continue, Formation des enseignants, Politiques publiques en éducation, CEPI, Initiation scientifique
Citação
FIALHO, Wanessa Cristiane Gonçalves; MENDONÇA, Samuel; FERREIRA, Juliana Simião. Formação docente em Goiás para escolas de tempo integral no ensino fundamental. Linhas Críticas, Brasília, v. 27, p. e39614, jan/dez. 2021. https://doi.org/10.26512/lc27202139614. Disponível em: https://periodicos.unb.br/index.php/linhascriticas/article/view/39614. Acesso em: 2022-02-25