A práxis na formação continuada de professores da educação básica: um Estado da Questão das produções acadêmicas de 2009 a 2022
Data
2024-09-26
Autores
Bortoti, Elizabeth da Conceição 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
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Resumo
Este estudo, desenvolvido na Linha de Pesquisa Escola Pública, Formação de Professores e Práticas Pedagógicas, do Programa de Pós-Graduação em Educação, da Universidade Federal de São Paulo, tem por objetivo geral analisar as produções acadêmicas que abordam o conceito de práxis associado ao de formação continuada de professores da educação básica pública de 2009 a 2022 por meio do Estado da Questão. Sendo assim, a questão central desta investigação é: o que as produções acadêmicas publicadas entre 2009 e 2022 evidenciam sobre a práxis na formação continuada de professores da educação básica que atuam nas redes públicas de ensino? Para isso, foi adotada a abordagem qualitativa mediante a pesquisa bibliográfica do tipo Estado da Questão tendo como referencial metodológico os estudos de Nóbrega-Therrien e Therrien (2004). A coleta e a análise de dados foram realizadas por meio das teses e dissertações disponíveis com acesso aberto na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), com recorte temporal de 2009 a 2022, com uso do descritor associado: “práxis” AND “formação continuada de professores”. Isso permitiu a elaboração de um panorama conceitual com os seguintes conceitos-chave: a práxis como atividade teórico-prática transformadora; a práxis em superação ao tecnicismo e praticismo na formação continuada de professores; e a práxis na formação continuada de professores para a construção de novos conhecimentos. Diante disso, foram delineados os objetivos específicos, a saber: a) quantificar as produções acadêmicas sobre a práxis na formação continuada de professores encontradas nas bases de dados da Capes e BDTD; b) traçar um panorama conceitual sobre a práxis na formação continuada de professores da educação básica pública de 2009 a 2022; e c) identificar os limites e as possibilidades da práxis na formação continuada de professores da educação básica pública. O referencial teórico sobre a formação de professores consiste nas contribuições dos autores: Freire (1987; 1996), Pimenta e Ghedin (2006), Curado Silva (2017) e Gatti et al. (2019), e em relação à categoria da práxis Vázquez (1977), Freire (1987, 1996) e Konder (1992). Os principais resultados da pesquisa indicam a importância da apropriação teórico-prática na formação continuada de professores, em superação ao tecnicismo e praticismo, e de relacionar a práxis e o conhecimento para compreensão da realidade para nela intervir e transformar. Assim, espera-se, com este estudo, ampliar a discussão e a construção de novos conhecimentos sobre a práxis no campo da formação continuada de professores.
This research, conducted within the Teacher Training and Pedagogical Practices framework at the Federal University of São Paulo's Graduate Program in Education, aims to examine literature on the relationship between practice and ongoing professional development for public basic education teachers from 2009 to 2022, using a State of the Question approach. Therefore, the objective of this investigation is to examine the key question: what information can be gleaned from scholarly works published from 2009 to 2022 about the strategies utilized for the ongoing professional growth of teachers in basic education in public school systems? To achieve this aim, researchers utilized a qualitative approach, performing bibliographic research based on the State of the Question, guided by the methods of Nóbrega-Therrien and Therrien (2004). The research involved gathering and analyzing data sourced from publicly accessible theses and dissertations found in the Brazilian Digital Library of Theses and Dissertations (BDTD) as well as the Catalog of Theses and Dissertations managed by the Coordination for the Improvement of Higher Education Personnel (Capes). The study conducted from 2009 to 2022 focused on the terms “praxis” and “continuous education for teachers,” resulting in a conceptual framework that highlights praxis as a transformative process merging theory with practice, moving beyond mere technical skills in teacher education, and fostering new knowledge construction. Consequently, the objectives were established as: a) to evaluate the academic contributions related to continuous teacher education found in the Capes and BDTD databases; b) to develop a conceptual overview of continuous education practices for public school teachers from 2009 to 2022; and c) to analyze the strengths and weaknesses of these practices in public education. The theoretical framework on teacher education consists of contributions from the authors Freire (1987; 1996), Pimenta and Ghedin (2006), Curado Silva (2017), and Gatti et al. (2019). Concerning practical application, the writers Vázquez (1977), Freire (1987, 1996), and Konder (1992) are referenced. Research outcomes highlight the critical role of blending theoretical insights with practical experience in the continuous professional development of teachers. This approach moves past a focus on technical skills and practicalities, stressing the necessity of linking practice with knowledge to better understand, influence, and transform the surrounding reality. Consequently, this research aims to expand the dialogue and facilitate the development of innovative insights regarding the practice of ongoing education for educators.
This research, conducted within the Teacher Training and Pedagogical Practices framework at the Federal University of São Paulo's Graduate Program in Education, aims to examine literature on the relationship between practice and ongoing professional development for public basic education teachers from 2009 to 2022, using a State of the Question approach. Therefore, the objective of this investigation is to examine the key question: what information can be gleaned from scholarly works published from 2009 to 2022 about the strategies utilized for the ongoing professional growth of teachers in basic education in public school systems? To achieve this aim, researchers utilized a qualitative approach, performing bibliographic research based on the State of the Question, guided by the methods of Nóbrega-Therrien and Therrien (2004). The research involved gathering and analyzing data sourced from publicly accessible theses and dissertations found in the Brazilian Digital Library of Theses and Dissertations (BDTD) as well as the Catalog of Theses and Dissertations managed by the Coordination for the Improvement of Higher Education Personnel (Capes). The study conducted from 2009 to 2022 focused on the terms “praxis” and “continuous education for teachers,” resulting in a conceptual framework that highlights praxis as a transformative process merging theory with practice, moving beyond mere technical skills in teacher education, and fostering new knowledge construction. Consequently, the objectives were established as: a) to evaluate the academic contributions related to continuous teacher education found in the Capes and BDTD databases; b) to develop a conceptual overview of continuous education practices for public school teachers from 2009 to 2022; and c) to analyze the strengths and weaknesses of these practices in public education. The theoretical framework on teacher education consists of contributions from the authors Freire (1987; 1996), Pimenta and Ghedin (2006), Curado Silva (2017), and Gatti et al. (2019). Concerning practical application, the writers Vázquez (1977), Freire (1987, 1996), and Konder (1992) are referenced. Research outcomes highlight the critical role of blending theoretical insights with practical experience in the continuous professional development of teachers. This approach moves past a focus on technical skills and practicalities, stressing the necessity of linking practice with knowledge to better understand, influence, and transform the surrounding reality. Consequently, this research aims to expand the dialogue and facilitate the development of innovative insights regarding the practice of ongoing education for educators.
Descrição
Citação
BORTOTI, Elizabeth da Conceição. A práxis na formação continuada de professores da educação básica: um Estado da Questão das produções acadêmicas de 2009 a 2022. 133 f. 2024. Dissertação (Mestrado em Educação) - Universidade Federal de São Paulo, , Escola de Filosofia, Letras e Ciências Humanas, 2024