O papel do formador de formadores em tecnologias educacionais na rede municipal de educação de Santos: uma pesquisa-formação
Data
2023-04-28
Autores
Marques, Márcia Regina 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O debate proposto nesta pesquisa circunscreve o tema tecnologia no contexto educacional, como indutor e condutor do processo de ensino e aprendizagem, com professores explorando os recursos tecnológicos em prol da constituição dos sujeitos sociais personificados na figura do estudante. O objetivo da pesquisa é mapear a atuação do formador de formadores, denominado de colaborador pedagógico em tecnologias educacionais, na formação dos professores, as estratégias usadas, os obstáculos vivenciados, à guisa de identificar quais são os novos saberes derivados desse processo na rede municipal de educação de Santos e de analisar a formação continuada repercutida no contexto escolar e ensino remoto, sob a ótica e a experiência da pesquisadora-formadora. Desta forma, a pesquisa pretende responder à pergunta: em que medida a atuação do colaborador pedagógico em Tecnologias Educacionais contribui para a formação do professor e quais são os novos saberes derivados deste processo formativo na rede municipal de educação de Santos? A pesquisa objetiva, por meio da análise do percurso formativo da pesquisadora-formadora, examinar a atuação deste profissional, enquanto formador de formadores. O referencial teórico foi construído a partir dos seguintes campos conceituais: ciberespaço e educação; formação de professores e Tecnologias Digitais da Informação e Comunicação (TDIC). No decorrer da narrativa, foi identificada a necessidade de incluir o conceito de Metodologias Ativas, por ter fundamentado as formações narradas. Trata-se de uma pesquisa-formação, realizada segundo os princípios da pesquisa qualitativa, na modalidade narrativa (auto)biográfica, ancorando-se nos conceitos desenvolvidos por Marie-Christine Josso, com abordagem de cunho investigativo. A pesquisa-formação ampara-se nos estudos de Bonilla (2010), Lévy (1999, 2002), Charlot (2005), Dewey (1976, 1979), Freire (1996, 2001, 2019, 2021), Larrosa (2022), Nóvoa (2004, 2022), Pesce e Bruno (2014), Pesce e Abreu (2013), Passeggi (2016), dentre outros. A pesquisa parte da experiência e dos saberes construídos pela pesquisadora-formadora no exercício docente, como Professor Orientador de Informática Educativa (POIE), de 2004 a 2013, e como colaboradora pedagógica, de 2013 a 2022. A pesquisa se vale das anotações de campo do processo formativo junto aos professores, da narrativa, da revisão literária e de dados empíricos e documentais. Entre os achados, a pesquisa destaca a constante e interminável busca pela qualidade da formação, a importância da troca entre os membros da equipe formadora e a escuta com os demais profissionais da educação, em uma relação dialógica e dialética. Também destaca os momentos-charneira (JOSSO, 2004) da autora-narradora-pesquisadora em reconstituição a sua docência.
The debate proposed in this research circumscribes the topic of technology in the educational context as an inducer and driver of the teaching and learning process, with teachers exploring technological resources on behalf of the constitution of social participants personified in the figure of the student. The aim of the research is to map the performance of the trainer of the trainers, called pedagogical collaborator in educational Technologies, in the training of the teachers, the strategies used, the obstacles experienced, in order to identify what new knowledge are derived from this process in the public municipal school system of Santos city and analyze the continous training reflected in the school context and remote teaching, from the perspective and experience of the researcher-trainer. In this manner, the research aspires to response the question: to what extent the performance of the pedagogical collaborator in Educational Technologies contribute to teacher training and what the new knowledge derived from this training process in the municipal education network of Santos are. The objective of this inquiry, through the analysis of the training course of the researcher-trainer, is to ponder the performance of this professional as a trainer of trainers. The theoretical framework was constructed from the following conceptual fields: cyberspace and education; training for teachers and Digital Information and Communication Technologies (TDIC acronym in Portuguese). During the narrative, the need to involve the concept of Active Methodologies was identified, as it supported the narrated formations. This is a research-training, carried out according to the precepts of qualitative research, in the (auto)biographical narrative mode, anchored in the concepts developed by Marie_Christine Josso, with an investigative approach. The research-training is based on concepts presented by authors such as Bonilla (2010), Lévy (1999, 2002), Charlot (2005), Dewey (1976, 1979), Freire (1996, 2001, 2019, 2021), Larrosa (2022), Nóvoa (2004, 2022), Pesce e Bruno (2014), Pesce e Abreu (2013), Passeggi (2016) among others. The research is based on the experience and knowledge built by the researcher-trainer in teaching, as a Guiding Teacher of Educational Informatics (POIE, acronym in Portuguese), from 2004 to 2013, and as a pedagogical collaborator, from 2013 to 2022. The study uses field notes of the formative process with the teachers, of the narrative, of the literary revision and of the empirical and documental data. Amongst the findings, the research highlights the constant and endless search for the quality of the training, the importance of exchanging knowledge among members of the training team and the listening to other education professionals, in a dialogical and dialectical relationship. It also highlights “hinge moments” (JOSSO,2004) of the author-narrator-researcher in reconstituting her teaching.
The debate proposed in this research circumscribes the topic of technology in the educational context as an inducer and driver of the teaching and learning process, with teachers exploring technological resources on behalf of the constitution of social participants personified in the figure of the student. The aim of the research is to map the performance of the trainer of the trainers, called pedagogical collaborator in educational Technologies, in the training of the teachers, the strategies used, the obstacles experienced, in order to identify what new knowledge are derived from this process in the public municipal school system of Santos city and analyze the continous training reflected in the school context and remote teaching, from the perspective and experience of the researcher-trainer. In this manner, the research aspires to response the question: to what extent the performance of the pedagogical collaborator in Educational Technologies contribute to teacher training and what the new knowledge derived from this training process in the municipal education network of Santos are. The objective of this inquiry, through the analysis of the training course of the researcher-trainer, is to ponder the performance of this professional as a trainer of trainers. The theoretical framework was constructed from the following conceptual fields: cyberspace and education; training for teachers and Digital Information and Communication Technologies (TDIC acronym in Portuguese). During the narrative, the need to involve the concept of Active Methodologies was identified, as it supported the narrated formations. This is a research-training, carried out according to the precepts of qualitative research, in the (auto)biographical narrative mode, anchored in the concepts developed by Marie_Christine Josso, with an investigative approach. The research-training is based on concepts presented by authors such as Bonilla (2010), Lévy (1999, 2002), Charlot (2005), Dewey (1976, 1979), Freire (1996, 2001, 2019, 2021), Larrosa (2022), Nóvoa (2004, 2022), Pesce e Bruno (2014), Pesce e Abreu (2013), Passeggi (2016) among others. The research is based on the experience and knowledge built by the researcher-trainer in teaching, as a Guiding Teacher of Educational Informatics (POIE, acronym in Portuguese), from 2004 to 2013, and as a pedagogical collaborator, from 2013 to 2022. The study uses field notes of the formative process with the teachers, of the narrative, of the literary revision and of the empirical and documental data. Amongst the findings, the research highlights the constant and endless search for the quality of the training, the importance of exchanging knowledge among members of the training team and the listening to other education professionals, in a dialogical and dialectical relationship. It also highlights “hinge moments” (JOSSO,2004) of the author-narrator-researcher in reconstituting her teaching.