Banca de QUALIFICAÇÃO: LUCAS FONTES SAVASSA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : LUCAS FONTES SAVASSA
DATA : 14/09/2022
HORA: 14:00
LOCAL: por participação remota
TÍTULO:

TRAINING SPACES AT SCHOOL: CHALLENGES AND POSSIBILITIES OF COLLECTIVE PEDAGOGICAL WORK CLASSES

PÁGINAS: 62
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

Even though an adequate and reflective initial training is essential, newly graduated professionals, when entering schools, are sometimes faced with a reality that is quite different from that studied during their undergraduate years. Educational institutions, in many contexts, are keen to guarantee access to theoretical knowledge with the task of placing professionals in the job market, even with their weaknesses. The school environment with all the challenges faced in their daily lives by teachers and managers proves to be a fertile field for continuing education, aiming to bring theory and practice closer. Taking into account the diversity of educational agents, guaranteeing a space within the teaching journey for effective training moments, such as the Collective Pedagogical Work Classes (CPWCs), is a fundamental part of the trajectory of teaching activities, as it is at school that we find the possibility to develop cognitive skills and encourage permanent relearning. Although the importance of CPWCs for the continuing education process within the school institution is recognized, since its implementation such activities have gone through discrepant (sometimes worrying) moments, revealing an organizational fragility and jeopardizing the effectiveness of their functionality. The present study aims to understand the CPWCs developed in state schools in São Paulo. For this purpose, the analysis of official curriculum documents that legitimize the process of continuing teacher education in Brazil and its recontextualizations was carried out. The research will be carried out in State Elementary and High Schools belonging to the East 1 Education Directorate, in order to investigate what are and how the continuing education actions of teachers take place in the context of CPWCs. The qualitative methodological approach is associated with characteristics that permeate the use of the case study method; as a data collection instrument, the CPWCs will be monitored in educational institutions and complementary techniques (interviews and questionnaires with those responsible for conducting the CPWCs and with the participating teachers). Data will be analyzed based on references from authors of curriculum theories, including issues related to the structure of training in CPWCs, using the pedagogical device proposed by Basil Bernstein (1996) as a methodological tool.

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 2265513 - ADRIANA PUGLIESE NETTO LAMAS
Membro Titular - Examinador(a) Interno ao Programa - 2137432 - PATRICIA DA SILVA SESSA
Membro Titular - Examinador(a) Externo à Instituição - CLÁUDIA VALENTINA ASSUMPÇÃO - USP
Membro Suplente - Examinador(a) Interno ao Programa - 1031422 - JOAO RODRIGO SANTOS DA SILVA
Membro Suplente - Examinador(a) Externo à Instituição - MARTHA MARANDINO - FEUSP