Navegando por Autor "Duarte, Luciana Candida"

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    Formação continuada: professores da educação infantil da rede municipal de Catalão-GO
    (Universidade Federal de Goiás, 2013-07-17) Duarte, Luciana Candida; Silva, Altina Abadia da; Flores, Maria Marta Lopes; http://lattes.cnpq.br/4172815311655078; Flores, Maria Marta Lopes; Silva, Altina Abadia da; Cruz, Maria Nazaré da; Tartuce, Dulcéria
    This study analyzes the continuing education that the Municipal Education Catalan -GO provided for the qualification of teachers from kindergarten, in the period 2000-2010. The research aims to provide a reflection on the concepts of continuing education expressed by managers (Municipal Education Catalao- GO) and teachers. Survey data were obtained through interviews with fourteen teachers from five educational institutions, who worked in Early Childhood Education, between 2000 and 2010, with the General Coordinator of Early Childhood Education and the Secretary of Education of the Catalan period. We also analysis of official documents as: Crafts, Worksheets Courses, History of Early Childhood Education, Academic Calendar, provided by the Municipal Education. For this investigation we have adopted as a theoretical André (2001), Charlot (2006), Imbernon (2009), Gatti (2001) and Leotiev (1978). Light Activity Theory, we interpret the needs and reasons for continuing education of teachers appointed in the speeches and the management in order to understand the peculiarities of a reflective teacher, active in a continuous process of learning and teacher training. The relevance of this work, a reflection on the subject, always timely, is the possibility it offers to the researcher, the researched and behind him aware of rethinking teacher education aware that the development of professional teaching happens by work activity, teaching, and its content, which changes with the socio-historical conditions. Training possibilities arise under these conditions (objective and subjective) in a dialectical process of changing needs. Thus the actions of continuing education are configured at a propitious time for teachers to rethink the everyday, diagnose problems and discuss possible solutions as: the formation horizontal (not vertical), the clarity of the dilemmas that present themselves, to set targets, the importance of frequent and systematic collective work, the multiplier effect of joint participation and continuing education. We need teachers and teachers of teachers reflect on the daily practice on the training processes, models of initial and continuing training and are aware of the importance and need for training as an ongoing process of negotiation and discoveries that provide new grounds and experiences for educational pedagogical action.