Princípios da Reflexão no Processo de Formação Continuada de Professores

Autor: Joana Paulin Romanowski, Daniele Saheb, Fernando Corrêa, Claudia Cristine Souza Appel Gonçalves
Rok vydání: 2018
Předmět:
Zdroj: Revista FSA. 15:142-157
ISSN: 2317-2983
1806-6356
DOI: 10.12819/2018.15.1.8
Popis: O presente artigo visa apresentar um estudo sobre formacao continuada de professores, de acordo com a pratica reflexiva proposta por Zeichner. Objetiva analisar a reflexao como conceito estruturante no processo de formacao continuada de professores fundamentado na pratica docente. Toma como ponto de partida pesquisa aplicada de cunho qualitativo, considerando investigacao empirica que possibilitou aos 12 pesquisadores envolvidos tecer analises sobre o objeto, das discussoes dentro de uma problematica social e academica, analisando-a e anunciando seu objetivo de forma a mobilizar os participantes, construindo novos saberes. Teve como aporte teorico Franco (2005) para a metodologia de pesquisa; Zeichner (2008), Andre e Pontin (2010), Gariglio e Burnier (2012), Schon (2000), Alarcao (2001) acerca do professor reflexivo, Tardif (2014) sobre a constituicao dos saberes na pratica. Concluimos, a partir das contribuicoes dos grupos constituidos no seminario, que os principios relevantes para a reflexao priorizam um processo de construcao coletiva a partir da pratica do professor, superando a reflexao imediata e individual. Palavras-chave: Experiencia. Reflexao. Teoria e Pratica Docente. Formacao Continuada. ABSTRACT The present article aims to present a study on the continuous formation of teachers according to the reflexive practice proposed by Zeichner. It aims to analyze the reflection as a structuring concept in the process of continuous teacher training from the teaching practice. It takes as a starting point qualitative applied research considering empirical research that enabled the 12 researchers involved to analyze the object of the discussions within a social and academic problematic, analyzing it and announcing its objective in order to mobilize the participants, constructing new knowledge. It had as theoretical contribution Franco (2005) for the methodology of research; Zeichner (2008), Andre and Pontin (2010), Gariglio and Burnier (2012), Schon (2000), Alarcao (2001) on reflective teacher, Tardif (2014) on the constitution of knowledge in practice. We conclude from the contributions of the groups constituted in the seminar that the principles relevant to reflection prioritize a process of collective construction based on the teacher's practice, surpassing immediate and individual reflection. Kew words: Experience. Reflection. Teaching Theory and Practice. Training.
Databáze: OpenAIRE
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