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Docência e formação: reflexões sobre a gestão pedagógica – um estudo de caso em uma escola da rede pública municipal de São Luís-MA
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| 1.45 MB | Adobe PDF |
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Abstract(s)
Este trabalho objetiva a apresentação de um estudo realizado em uma
instituição escolar do sistema de ensino municipal de São Luís - Maranhão, tendo como
temática a investigação das concepções dos profissionais da educação sobre a formação
docente e sua repercussão na gestão escolar, levando-se em consideração a melhoria dos
processos de ensino e de aprendizagem.
A construção do referencial teórico fundamentou-se na compreensão da
escola como espaço privilegiado para a formação inicial, com ênfase na formação
continuada de professores. Nesta perspectiva, partiu-se de estudos que indicaram a
relevância da gestão democrática e do trabalho compartilhado no contexto escolar como
pressupostos para o desenvolvimento profissional docente. Os achados desta pesquisa
indicaram que a formação continuada tem relevância para o processo de formação
docente.
Além disso, foi de consenso entre os inquiridos, que existe, no espaço da
escola pesquisada, a ação de uma gestão democrática e participativa evidente, em que se
valoriza a participação da comunidade escolar nas tomadas de decisão da referida
instituição de ensino.
This study aims to present a study carried out in a school institution of the São Luís - Maranhão municipal education system, focusing on the investigation of teachers' conceptions of teacher education and its repercussion in school management, taking into account improving the teaching and learning processes. The construction of the theoretical framework was based on the understanding of the school as a privileged space for initial formation, with emphasis on the continued formation of teachers. From this perspective, we have drawn from studies that have indicated the relevance of democratic management and shared work in the school context as presuppositions for professional teacher development. The findings of this research indicate that continuing education is relevant to the teacher training process. In addition, it was agreed among the respondents that there is, in the space of the studied school, the action of an evident democratic and participative management, in which the participation of the school community in the decision making of said educational institution is valued.
This study aims to present a study carried out in a school institution of the São Luís - Maranhão municipal education system, focusing on the investigation of teachers' conceptions of teacher education and its repercussion in school management, taking into account improving the teaching and learning processes. The construction of the theoretical framework was based on the understanding of the school as a privileged space for initial formation, with emphasis on the continued formation of teachers. From this perspective, we have drawn from studies that have indicated the relevance of democratic management and shared work in the school context as presuppositions for professional teacher development. The findings of this research indicate that continuing education is relevant to the teacher training process. In addition, it was agreed among the respondents that there is, in the space of the studied school, the action of an evident democratic and participative management, in which the participation of the school community in the decision making of said educational institution is valued.
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Keywords
Formação continuada Gestão escolar UEB Monsenhor Frederico Chaves Continuing education School management UEB Monsignor Frederico Chaves