O lugar da escola na formação docente: o que dizem os professores iniciantes dos anos iniciais do ensino fundamental das escolas da prefeitura de Guarulhos
Arquivos
Data
2024-04-30
Autores
Adão, Adalberto Diré 
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta tese tem por objetivo compreender de que forma se estabelece a formação continuada descrita por professores iniciantes do Ensino Fundamental de escolas da Prefeitura de Guarulhos, considerando o lugar das escolas em que eles atuam como um fator que fornece indicativos acerca da formação desses profissionais. Constituem objeto do nosso estudo professores iniciantes dos anos iniciais do Ensino Fundamental que integram as escolas públicas municipais de Guarulhos e através da escuta de uma parcela dos professores dessas escolas, buscamos compreender o que eles nos descrevem acerca de suas formações continuadas, levando em conta características dos lugares presentes nesse contexto. Consideramos para tanto oito escolas públicas, situadas uma em cada região do município. A rede municipal de ensino de Guarulhos é caracterizada pela sua extensão, expansão e organização, de modo que consideramos as localizações das escolas e das vivências dos docentes centrais em nosso trabalho, uma vez que os lugares nos quais os processos de ensino são desenvolvidos podem vir a constituir elementos determinantes nas práticas docentes dos participantes envolvidos. Constituem ainda parte importante de nossa base teórico-metodológica para pensarmos a escola os seguintes autores: Bourdieu (1998); Saviani (2005); acerca da formação docente: Freire (1996); Curado Silva (2015); para tratarmos da relação da escola com o território: Lima (2008); Algebaile (2009); para a aplicação de métodos mistos: Trez (2012); Sá-Silva; Almeida; Guindani, (2009); na construção dos mapas: Lefebvre (1976); Harley (1991) e para categorização e análise dos dados: Thompson (2002); Gibbs (2009); Ludke & André (1986). A coleta de dados ocorreu em diversas frentes nas quais buscamos dados através de pesquisa bibliográfica, análise documental, levantamento de dados e por meio de uma entrevista semiestruturada (Triviños, 1987; Manzini, 2023). Foram utilizadas imagens fotográficas captadas por satélite, obtidas por meio do aplicativo Google Earth, e mapas desenvolvidos a partir da base de dados do Centro de Estudos da Metrópole com a utilização do software Terraview e QGIS, seguidos de uma descrição analítica do material, buscando articular através de diferentes linguagens, como mapas, tabelas e gráficos, uma análise do objeto de estudo. Na busca por dados para implementar a análise da distribuição territorial das escolas públicas da rede municipal de ensino na cidade de Guarulhos, foram realizados levantamentos nas bases de dados da prefeitura de Guarulhos, do IBGE e da Fundação Seade, nas quais havia relação na formação de um panorama acerca da distribuição territorial dessas escolas, levando em conta a vulnerabilidade social presente nos locais nos quais estão dispostas. Nesse sentido, ao cruzar dados referentes ao IDEB dos anos iniciais das escolas em questão, é perceptível que há uma correlação dos fatores vulnerabilidade e desenvolvimento da educação nessas localidades. Os professores entrevistados relatam dificuldade em frequentar cursos voltados à sua formação continuada, ao que se nota uma relação entre o local em que os professores iniciantes exercem suas atividades profissionais, como compreendem a sua atuação profissional e desenvolvem suas práticas docentes. Desse modo, é possível concluir que a construção do cotidiano profissional dos professores parece influir nos seus processos de formação continuada e consequentemente em suas práticas docentes.
This thesis aims to understand how the continuing education described by beginning elementary school teachers in schools in the City of Guarulhos is established, considering the place of the schools in which these teachers work as a factor that can provide us with indications about how to develops the formation of these professionals. The object of our study is beginner teachers from the initial years of Elementary School who are part of the municipal public schools of Guarulhos and by listening to a portion of teachers from these schools, we seek to understand what they describe to us about their continued training, taking into account characteristics of the places present in this context. For this purpose, we considered eight public schools, located one in each region of the municipality. The municipal education network of Guarulhos is characterized by its extension, expansion and organization, we consider the locations of schools and the experiences of central teachers in our work, since the places in which teaching processes are developed may come to constitute elements determinants in the teaching practices of the participants involved. The following authors constitute an important part of our theoretical-methodological basis for thinking about school: Bourdieu, 1998; Saviani, 2005; about teacher formation: Freire, 1996; Curado Silva, 2015; to address the relations between the school and the territory: Lima, 2008; Algebaile, 2009; for the application of mixed methods: Trez, 2012; Sá-Silva; Almeida; Guindani, 2009; in the construction of maps: Lefebvre, 1976; Harley, 1991 and for data categorization and analysis: Thompson, 2002; Gibbs, 2009; Ludke & André, 1986. Data collection occurred on several fronts in which we sought data through bibliographic research, document analysis, data collection and through a semi-structured interview (TRIVIÑOS, 1987; MANZINI, 2023). We also used photographic images captured by satellite, obtained through the Google Earth application, and maps developed from the Metropolis Studies Center database using Terraview and QGIS software, followed by an analytical description of these, seeking to articulate through of different languages, such as maps, tables and graphs, an analysis of the object of study. In the search for data to implement the analysis of the territorial distribution of public schools in the municipal education network in the city of Guarulhos, we carried out surveys in the databases of Guarulhos city hall, IBGE and Fundação Seade, in which we verified that there is a relation in these databases for the formation of an overview of the territorial distribution of these schools, taking into account the social vulnerability present in the locations in which they are located. In this sense, when we cross-reference data referring to the IDEB from the initial years of these schools, we realize that there is a correlation between the vulnerability factors and the development of education in these locations. The teachers interviewed report difficulty in attending courses aimed at their continuing education. We noticed a relation between the place in which beginning teachers carry out their professional activities, how they understand their professional activities and develop their teaching practices. We were able to notice that the construction of teachers' daily professional lives seems to influence their continuing education processes and consequently their teaching practices.
This thesis aims to understand how the continuing education described by beginning elementary school teachers in schools in the City of Guarulhos is established, considering the place of the schools in which these teachers work as a factor that can provide us with indications about how to develops the formation of these professionals. The object of our study is beginner teachers from the initial years of Elementary School who are part of the municipal public schools of Guarulhos and by listening to a portion of teachers from these schools, we seek to understand what they describe to us about their continued training, taking into account characteristics of the places present in this context. For this purpose, we considered eight public schools, located one in each region of the municipality. The municipal education network of Guarulhos is characterized by its extension, expansion and organization, we consider the locations of schools and the experiences of central teachers in our work, since the places in which teaching processes are developed may come to constitute elements determinants in the teaching practices of the participants involved. The following authors constitute an important part of our theoretical-methodological basis for thinking about school: Bourdieu, 1998; Saviani, 2005; about teacher formation: Freire, 1996; Curado Silva, 2015; to address the relations between the school and the territory: Lima, 2008; Algebaile, 2009; for the application of mixed methods: Trez, 2012; Sá-Silva; Almeida; Guindani, 2009; in the construction of maps: Lefebvre, 1976; Harley, 1991 and for data categorization and analysis: Thompson, 2002; Gibbs, 2009; Ludke & André, 1986. Data collection occurred on several fronts in which we sought data through bibliographic research, document analysis, data collection and through a semi-structured interview (TRIVIÑOS, 1987; MANZINI, 2023). We also used photographic images captured by satellite, obtained through the Google Earth application, and maps developed from the Metropolis Studies Center database using Terraview and QGIS software, followed by an analytical description of these, seeking to articulate through of different languages, such as maps, tables and graphs, an analysis of the object of study. In the search for data to implement the analysis of the territorial distribution of public schools in the municipal education network in the city of Guarulhos, we carried out surveys in the databases of Guarulhos city hall, IBGE and Fundação Seade, in which we verified that there is a relation in these databases for the formation of an overview of the territorial distribution of these schools, taking into account the social vulnerability present in the locations in which they are located. In this sense, when we cross-reference data referring to the IDEB from the initial years of these schools, we realize that there is a correlation between the vulnerability factors and the development of education in these locations. The teachers interviewed report difficulty in attending courses aimed at their continuing education. We noticed a relation between the place in which beginning teachers carry out their professional activities, how they understand their professional activities and develop their teaching practices. We were able to notice that the construction of teachers' daily professional lives seems to influence their continuing education processes and consequently their teaching practices.