A reunião pedagógica como espaço/tempo de formação continuada de professores do IFRN- Campus Nova Cruz (2014 – 2016).
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This dissertation aims at the Pedagogical Weekly Meetings at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), more precisely the ones held at the Campus Nova Cruz. It is one of the possible activities towards the continuous formation for teachers. Based on the Pedagogical and Political Project of this institution, we can typify the Pedagogical Meetings as a time and space weekly meeting activity for collective planning and continuous formation for teachers. It is included for the teachers’ weekly working hours, Academic Director and the Technical and Pedagogical team. This works researches about the practices developed during these meetings between the school years 2014 to 2016. It aims at analysing the materialization of a time and space place for continuous formation according to the perception of interviewees of this research. It is a quantitative and qualitative research that uses the data triangulation and the dialectical method on the implementation of the analysis. We collected the data by applying two separate semistructured questionnaires – one for the teachers and one for the Academic Director and the Technical Pedagogical team. We gathered data on the continuous formation, the institutional function of the Pedagogical Meetings, the teachers’ formation expectation, the contributions on the performance teachers’ practices, the activities carried out in these time and space places and the proposed agendas. This data was achieved according to the perception of the interviewees, as well as the 76 meetings minute records during these 3 school years. During the investigation, we supported our work on the literature about teachers’ formation for the Vocational Professional Education, integral human formation, the capitalist society, the work as an educational principle, the initial and continuous formation, the professional development of teachers, the pedagogical meetings and the role of the professionals responsible for the school management. Those include Ciavatta (2005), Dourado (2015), Freire (1996; 2001), Harvey (2011), Tardif (2014), Marx (1866; 1980; 1990; 2004), Fernandes (1976), Nogueira (1990), Moura (2008; 2013; 2014), Garcia (1999); Libâneo (2012; 2013), Luckesi (2008), Ramos (2010; 2014), Machado (1989; 2008a; 2008b; 2011), Saviani (1999; 2003; 2009), Torres (2007), Vasconcellos (2002a; 2002b), Veiga (1995), Vogt (2012), Oliveira (2016) and others. We perceive that the minute records indicate that many of those meetings had pedagogical themes, especially in 2014. However, they lost such identity and focused more administrative issues. We confirmed that those meetings are not a time and space occasion for teachers’ continuous formation, as most of the perceptions of our interviewees state, as well as they, at the same time, contributed for the development of the teachers’ role performance