| Revista: | Olhar de professor |
| Base de datos: | CLASE |
| Número de sistema: | 000476470 |
| ISSN: | 1518-1219 |
| Autors: | Silva, Ana Lucia da |
| Any: | 2009 |
| Volum: | 12 |
| Número: | 1 |
| Paginació: | 111-131 |
| País: | Brasil |
| Idioma: | Portugués |
| Tipo de documento: | Artículo |
| Enfoque: | Analítico, descriptivo |
| Resumen en inglés | This article presents a research that aimed at identifying the elements related to educators´ subjectivity and continuing education courses, which allow changes in the ways to conceive and build the pedagogical practice, as well as to discuss the possibilities and the limits of these courses for the achievement of such changes. Coming across the work of an art-educator, who teaches in municipal and public state schools in the state of São Paulo, it was possible to notice transformations that occurred due to continuing education courses. The study was developed according to a qualitative educational research approach which uses narratives as a powerful way for unveiling and understanding teachers’ constitution process. The following research question guided the study: What are the elements involved in the subjectivity of each individual and in the proposals of continuing education that provide for changes in practice at schools? An interview consisting of a list of topics was used as an instrument to collect data and to analyze the discourse of an educator about her professional trajectory. The studies and analysis indicated that courses based on a critical approach to education and on the integration between theory and practice offer more possibilities for the intellectual development of educators, both as individuals and professionals. These features in addition to the commitment of educators and the way they face the experiences and use knowledge acquired in the relations teachers establish in everyday life and school, shape their professional profile |
| Resumen en portugués | Este artigo apresenta uma pesquisa cujos objetivos consistem em identificar os elementos subjacentes à subjetividade dos educadores e inerentes aos cursos de formação continuada, que possibilitam mudanças nas formas de conceber e construir a prática pedagógica, bem como discutir as possibilidades e limites destes cursos para a sua concretização. Ao nos depararmos com as transformações ocorridas no trabalho de uma arte-educadora, que atua em escolas públicas municipais e estaduais de uma cidade localizada no interior do Estado de São Paulo, decidimos buscar respostas para a questão: que elementos presentes na subjetividade de cada indivíduo e nas propostas de formação continuada perfazem o caminho para a reconfiguração de práticas na escola? |
| Disciplines | Educación |
| Paraules clau: | Educación continua, Didáctica, Pedagogía, Multiculturalismo, Educación superior, Aprendizaje docente, Ambiente escolar, Contenidos educativos |
| Text complet: | Texto completo (Ver HTML) |
