Trabalho por projetos na educação profissional técnica e desenvolvimento profissional docente
MIquelim, Débora de Lima Azevedo
Mizukami, Maria da Graca Nicoletti
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Andrade, Maria de Fátima Ramos de
Pagotto, Maria Dalva Silva
Pagotto, Maria Dalva Silva
Educação, Arte e História da Cultura
This research tries to understand the contributions of the work through projects in the professional development of teachers. This analysis was done using the visions of the environment technical course teachers of one of the SENAC units (serviço nacional de aprendizagem comercial), in the Jabaquara neighborhood, in SP. The theoretical reference used considered the characteristics of work through project and its contributions for students learning, and also studies focused on teacher learning, joining thinking techniques, teacher identity, teacher knowledge basis and teachers professional development. The education documents of the institution used as field work were also used in this work. This research analyzed how the work through projects is developed in SENAC SP, and how the teacher education is organized in the institution. Six teacher participated in this study. It was a qualitative approach, done in two separate stages: the first one using a question form as instrument sent by e-mail to the participants, and the second, for data refinement purpose, using a semi-structured individual interview. The teachers spoke about their formation and the choice of this career, made comments about the difficulties they found in the beginning of the career, told how does the work by projects is happens in SENAC SP, what are the educational advantages of this choice and the difficulties they still find in the work by project with the students. They also comments about their need for upgrade and how their professional evolution occurred. The results pointed to a greater need of best practice sharing between teachers as a learning and professional development process, not discarding institutional formation actions, but instead they should be integrated during the time the knowledge sharing happened or the need for new knowledge acquisition emerged, especially about projects of teacher formation in the institution.
trabalho por projetos , desenvolvimento profissional docente , aprendizagem da docência
MIQUELIM, Débora de Lima Azevedo. Trabalho por projetos na educação profissional técnica e desenvolvimento profissional docente. 2016. 84 f. Dissertação (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo.