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dc.creatorVieira, Luciana Ribeiro Alves-
dc.creator.Lattesttp://lattes.cnpq.br/5886142418211368por
dc.contributor.advisor1Silva, Yara Fonseca de Oliveira e-
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/1269420694190937por
dc.contributor.referee1Silva, Yara Fonseca de Oliveira e-
dc.contributor.referee2Reis, Marlene Barbosa de Freitas-
dc.contributor.referee3Barbosa, Ivone Garcia-
dc.date.accessioned2021-03-05T16:15:27Z-
dc.date.issued2021-02-05-
dc.identifier.citationVIEIRA, Luciana R. A. Curso "Hora atividade em ação : teoria e prática pedagógica - formação continuada de professoras da Educação Infantil no CEFOPE de Anápolis-GO. 2021. 180 f. Dissertação( Mestrado em Educação , Linguagem e Tecnologias) - Unidade Anápolis de Ciências Socioeconômicas e Humanas, Universidade Estadual de Goiás, Anápolis,GO .por
dc.identifier.urihttp://www.bdtd.ueg.br/handle/tede/398-
dc.description.resumoResumo língua vernácula: Esta pesquisa, intitulada “Curso Hora atividade em ação: teoria e prática pedagógica” – Formação continuada de professoras da Educação Infantil no CEFOPE de Anápolis-GO, inserida na linha de pesquisa Educação, Escola e Tecnologias, aborda a formação continuada como necessidade emergente e inerente à prática do professor. Supõe-se que possa faltar às professoras da Educação Infantil do município de Anápolis uma formação sólida para que desenvolvam suas propostas pedagógicas. Partindo dessa possibilidade e a fim de problematizar o objeto de estudo, que é a formação continuada de professoras da Educação Infantil com foco em um curso específico, estabeleceu-se a seguinte questão como problema: Em que medida o curso “Hora atividade em ação: teoria e prática pedagógica” reverbera na prática pedagógica das professoras da Educação Infantil? Este curso acontece a cada três semanas no CEFOPE e é obrigatório a todos as professoras efetivas do município que atuam na primeira etapa da Educação Básica e que trabalham no regime de 40 horas semanais. Trata-se de um estudo de caso qualitativo que teve como objetivo geral compreender a formação continuada das professoras da Educação Infantil em âmbito municipal, por meio do curso “Hora atividade em ação: teoria e prática pedagógica”, com base nos documentos legais que norteiam a formação de professores no país e com base na percepção das professoras da Educação Infantil da rede municipal de educação. Além disso, buscou-se: compreender a função social da escola e como esta pode contribuir ou não para uma formação emancipadora dos diferentes grupos humanos; discutir a Educação Infantil como campo de lutas e de direitos garantidos por uma legislação construída e modificada historicamente; compreender a percepção das professoras participantes da pesquisa sobre a Educação Infantil, currículo e o lugar que essas ocupam na sociedade e, por fim, entender a constituição do curso “Hora atividade em ação: teoria e prática pedagógica”, caracterizando como esse tem sido desenvolvido, seu formato, proposta e qual a visão de seus participantes sobre ele. O levantamento e construção de dados se deram por meio de pesquisa documental e pelos instrumentos – proposição de questionário a 53 professoras cursistas do curso Hora atividade, sendo que 10 dessas professoras responderam também a uma entrevista via whatsapp; questionário enviado via e-mail proposto a 4 professoras formadoras e, por último, entrevista feita in loco com o gestor do CEFOPE. Os resultados obtidos com base na pesquisa empírica apontam para uma carência de sentido atribuído a esse curso específico, do qual as professoras cursistas reclamam que poderia auxiliá-las mais em suas experiências docentes. Assim, pode-se afirmar que o curso, em certa medida, tem despertado as professoras para questões importantes sobre a Educação Infantil, a prática pedagógica com crianças e a relevância da formação continuada, mas, ainda pode atingir melhores resultados, pois grande parte das professoras cursistas sinalizaram para a necessidade de se ter esclarecidos e definidos os fundamentos desse curso, como as concepções de criança, de prática, de Educação Infantil e de ser professor, por exemplo, alinhados a uma proposta pedagógica clara que deveria partir da SEMED. Palavras-chave: Formação continuada de professores. Educação Infantil. CEFOPE Anápolis. Resumo em língua estrangeira: This research, entitled “Course Hour activity in action: theory and pedagogical practice” - Continuing education of Early Childhood Education teachers at CEFOPE in Anápolis-GO, inserted in the line of research Education, School and Technologies, addresses continuing education as an emerging and inherent need for teacher practice. It is assumed that the teachers of Early Childhood Education in the city of Anápolis may lack solid training so that they can develop their pedagogical proposals. Starting from this possibility and in order to problematize the object of study, which is the continuing education of teachers of Early Childhood Education with a focus on a specific course, the following question was established as a problem: To what extent the course “Time activity in action: pedagogical theory and practice ”reverberates in the pedagogical practice of early childhood teachers? This course takes place every three weeks at CEFOPE and is mandatory for all effective teachers in the municipality who work in the first stage of Basic Education and who work on a 40-hour weekly basis. This is a qualitative case study whose general objective was to understand the continuing education of Early Childhood Education teachers at the municipal level, through the course “Hour of activity in action: theory and pedagogical practice”, based on the legal documents that guide the formation of teachers in the country and based on the perception of teachers of Early Childhood Education in the municipal education network. In addition, we sought to: understand the social function of the school and how it can contribute or not to an emancipatory formation of different human groups; discuss Early Childhood Education as a field of struggles and rights guaranteed by historically constructed and modified legislation; understand the perception of the teachers participating in the research on Early Childhood Education, curriculum and the place they occupy in society and, finally, understand the constitution of the course “Hour activity in action: theory and pedagogical practice”, characterizing how it has been developed , its format, proposal and what the participants' view of it is. The survey and construction of data took place by means of documentary research and by the instruments - questionnaire proposal to 53 female teachers of the Hora Activity course, 10 of which also answered an interview via whatsapp; questionnaire sent via e-mail proposed to 4 teacher teachers and, lastly, interview done on the spot with the CEFOPE manager. The results obtained based on empirical research point to a lack of meaning attributed to this specific course, of which the course teachers complain that it could help them more in their teaching experiences. Thus, it can be said that the course, to a certain extent, has awakened teachers to important questions about Early Childhood Education, pedagogical practice with children and the relevance of continuing education, but it can still achieve better results, since most of the course teachers signaled the need to have clarified and defined the fundamentals of this course, such as the conceptions of children, practices, early childhood education and being a teacher, for example, aligned with a clear pedagogical proposal that should come from SEMED.por
dc.description.abstractThis research, entitled “Course Hour activity in action: theory and pedagogical practice” - Continuing education of Early Childhood Education teachers at CEFOPE in Anápolis-GO, inserted in the line of research Education, School and Technologies, addresses continuing education as an emerging and inherent need for teacher practice. It is assumed that the teachers of Early Childhood Education in the city of Anápolis may lack solid training so that they can develop their pedagogical proposals. Starting from this possibility and in order to problematize the object of study, which is the continuing education of teachers of Early Childhood Education with a focus on a specific course, the following question was established as a problem: To what extent the course “Time activity in action: pedagogical theory and practice ”reverberates in the pedagogical practice of early childhood teachers? This course takes place every three weeks at CEFOPE and is mandatory for all effective teachers in the municipality who work in the first stage of Basic Education and who work on a 40-hour weekly basis. This is a qualitative case study whose general objective was to understand the continuing education of Early Childhood Education teachers at the municipal level, through the course “Hour of activity in action: theory and pedagogical practice”, based on the legal documents that guide the formation of teachers in the country and based on the perception of teachers of Early Childhood Education in the municipal education network. In addition, we sought to: understand the social function of the school and how it can contribute or not to an emancipatory formation of different human groups; discuss Early Childhood Education as a field of struggles and rights guaranteed by historically constructed and modified legislation; understand the perception of the teachers participating in the research on Early Childhood Education, curriculum and the place they occupy in society and, finally, understand the constitution of the course “Hour activity in action: theory and pedagogical practice”, characterizing how it has been developed , its format, proposal and what the participants' view of it is. The survey and construction of data took place by means of documentary research and by the instruments - questionnaire proposal to 53 female teachers of the Hora Activity course, 10 of which also answered an interview via whatsapp; questionnaire sent via e-mail proposed to 4 teacher teachers and, lastly, interview done on the spot with the CEFOPE manager. The results obtained based on empirical research point to a lack of meaning attributed to this specific course, of which the course teachers complain that it could help them more in their teaching experiences. Thus, it can be said that the course, to a certain extent, has awakened teachers to important questions about Early Childhood Education, pedagogical practice with children and the relevance of continuing education, but it can still achieve better results, since most of the course teachers signaled the need to have clarified and defined the fundamentals of this course, such as the conceptions of children, practices, early childhood education and being a teacher, for example, aligned with a clear pedagogical proposal that should come from SEMED.eng
dc.description.provenanceSubmitted by Cida Cida (bibcentral@ueg.br) on 2021-03-05T16:12:21Z No. of bitstreams: 2 license.txt: 2109 bytes, checksum: b76a28645f58b21aeda00ac459312a65 (MD5) Dissertação Luciana Ribeiro Alves Vieira 2021.pdf: 2050631 bytes, checksum: 6983cc581dcb69241d46a879061e9c61 (MD5)eng
dc.description.provenanceApproved for entry into archive by Cida Cida (bibcentral@ueg.br) on 2021-03-05T16:15:27Z (GMT) No. of bitstreams: 2 license.txt: 2109 bytes, checksum: b76a28645f58b21aeda00ac459312a65 (MD5) Dissertação Luciana Ribeiro Alves Vieira 2021.pdf: 2050631 bytes, checksum: 6983cc581dcb69241d46a879061e9c61 (MD5)eng
dc.description.provenanceMade available in DSpace on 2021-03-05T16:15:27Z (GMT). No. of bitstreams: 2 license.txt: 2109 bytes, checksum: b76a28645f58b21aeda00ac459312a65 (MD5) Dissertação Luciana Ribeiro Alves Vieira 2021.pdf: 2050631 bytes, checksum: 6983cc581dcb69241d46a879061e9c61 (MD5) Previous issue date: 2021-02-05eng
dc.formatapplication/pdf*
dc.languageporpor
dc.publisherUniversidade Estadual de Goiáspor
dc.publisher.departmentUEG ::Coordenação de Mestrado em Educação, Linguagem e Tecnologiaspor
dc.publisher.countryBrasilpor
dc.publisher.initialsUEGpor
dc.publisher.programPrograma de Pós-Graduação Interdisciplinar em Educação Linguagem e Tecnologias (PPG-IELT)por
dc.rightsAcesso Abertopor
dc.subjectFormação continuada de professorespor
dc.subjectEducação Infantilpor
dc.subjectCEFOPE Anápolispor
dc.subjectContinuing teacher educationeng
dc.subjectChild educationeng
dc.subjectCEFOPEeng
dc.subject.cnpqCIENCIAS HUMANAS::EDUCACAOpor
dc.titleCurso "Hora atividade em ação : teoria e prática pedagógica - formação continuada de professoras da Educação Infantil no CEFOPE de Anápolis-GOpor
dc.title.alternativeCourse Hour of activity in action: theory and pedagogical practice” - continuing education of Early Childhood Education teachers at CEFOPE in Anápolis-GOeng
dc.typeDissertaçãopor
Aparece nas coleções:Mestrado em Educação Linguagem e Tecnologias(IELT)

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