Continuing education and teacher’s professional development: narratives of experiences lived in a public school of Mato Grosso
DOI:
https://doi.org/10.33448/rsd-v9i11.10029Keywords:
Continuing education; Teacher’s professional development; Educator’s room.Abstract
The narratives that compose this paper started to be outlined from the scrutinizing of actions done in a public school of Mato Grosso in 2016. It was aimed before and precipitously to understand how the formation meetings were done in the range of the project Educator’s Room. What perspectives do these meetings present when considered the relations between continuing education and teacher’s professional development, authentic dialogues and experiences? In methodological terms it is based in Narrative Research, such as comprehended by Clandinnin and Connelly. Narrating here is conceived as telling stories capable of bringing new meanings to the experiences lived, narrated. From the peculiar incursion in that Saturday morning it was resulted the comprehension that in a very peculiar way, in due proportions, collectives of learning have been constituted in the school context, been fomented by public politics of the State of Mato Grosso. However, the impact of such encounters in the teacher’s professional development needs to be comprehended, therefore it can be said that it is needed to scrutinize what approaches followed in these meetings favored the becoming person and teacher.
References
Andrade, Carlos Drummond. (2004). Sentimento do mundo. (4a ed.), Rio de Janeiro: Record.
Clandinin, d. J., Connelly, F. M. (2011). Pesquisa Narrativa: experiências e história na pesquisa qualitativa. Tradução: Grupo de Pesquisa Narrativa e Educação de Professores ILEEL/UFU. Uberlândia: EDUFU.
DaY, C. (2005). Formar Docentes: Cómo, cuándo y en qué condiciones aprende el profesorado. Narcea, Madrid
Gadamer, H-G. (1997). Verdade e método. Tradução de Flávio Paulo Meurer. Petrópolis, RJ. Ed. Vozes,
Gadamer, H-G. (2002). Verdade e método II: complementos e índices. Tradução de Ênio Paulo Giachini. Petrópolis, RJ. Ed. Vozes.
Larrosa, J. (2002). Notas sobre a experiência e o saber de experiência. In: http://www.anped.org.br/rbe/rbedigital/RBDE19/RBDE19_04_JORGE_LARROSA_BONDIA. Pdf.
Larrosa, J. (2014). Tremores: Escritos sobre a experiência. Belo Horizonte, Autêntica.
Levinas, E. Entre nous. Essais sur le penser-a-l’autre. París, Grasset, 1991.
Marcelo, C. (1999). Formação de professores- Para uma mudança educativa. Porto-Portugal:Porto editora,
Marcelo. (2009). A identidade docente: constantes e desafios in Revista Brasileira de pesquisa sobre formação de professores, 01(1).
Marcelo, C., Pryjma, M. (2013). A aprendizagem docente e os programas de desenvolvimento profissional. In: Desafios e trajetórias para o desenvolvimento profissional docente, Marielda Pryjma, org. UTFPR.
Monteiro, Filomena Maria de Arruda, et al. (2016). Narrativas de formação: o que dizem licenciandas e professoras iniciantes. Revista Educação Pública. Cuiabá.
Nóvoa, A. (1995). O passado e o presente dos professores. In: Nóvoa, A. (org.). Profissão Professor. Porto: Porto Editora,
Nóvoa, A. (1995). Vidas de Professores. Porto.
Nóvoa, A. (2009). Professores: Imagens do Futuro presente, EDUCA: Lisboa.
Nóvoa, A. (2016). Diálogos sobre a Formação Docente e Pesquisas na Atualidade. Conferência. Cuiabá, UFMT.
Pineau, G. (2003). Temporalidades na formação, rumo a novos sincronizadores. Tradução: Lucia Pereira de Souza. São Paulo, TRIOM
Pineau, G. (2006). Investigaciones transdisciplinarias em formación. In: Jornada De Innovación Universitária: Transdisciplinaridad, 2. Universidade de Barcelona, 2006, Anais... Barcelona.
Veenman, S. (1984). Perceived Problems of Beginning Teachers. Review of Educational Research, 54 (2), 143-178.
Vieira, N. (2015.) A Hegemonia do Tempo Escolar. Revista Educação e Realidade, Porto Alegre.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Edson Gomes Evangelista; Critiane Montes de Novais
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
