Navegando por Autor "Costa, Ildeneti de Jesus Alves"

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Desenvolvimento profissional docente centrado na escola: vivências de uma construção colaborativa em uma escola pública de Manaus
(2023-12-18) Costa, Ildeneti de Jesus Alves; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Bandeira, Salete Maria Chalub; http://lattes.cnpq.br/8237618630696616
This research, which focused on teacher training, was conducted in a public high school, located in the north zone of Manaus. It had as general objective to understand in which aspects the collaborative construction of a plan of Teacher Professional Development Centered in the School can act in the professional development of teachers, and as specific objectives a) articulate the concepts of School-Centered Teacher Professional Development and collaborative work; b) build collaboratively with teachers a School-Centered Teacher Professional Development Plan (PDPDCE); c) analyze the experience of the collaborative construction of the PDPDCE in the professional development of teachers; d) systematize the School-Centered Teacher Professional Development Plan, taking into account the specificities of the educational product of the research. The methodological strategy for the development of the research was action research, from Tripp (2005), Kincheloe (1997) and Thiollent (2011), and occurred in (5) five phases: diagnosis, planning, implementation, evaluation and dissemination. The participants were 96 teachers, organized into two groups: GA (all teachers) and GB (4 teachers Representatives of the group of all teachers - called collaborative group). The experience in the collaborative group allowed us to systematize the educational product, entitled: "School-Centered Teacher Professional Development Plan: what is it and how does?". To produce research data, we used the following techniques: Dialogic Meetings (EDs) and participant observation, and the following instruments: questionnaire, field diary and audio and video recording. The data analysis was made through the Discursive Textual Analysis ATD), based on Moraes and Galiazzi (2006). The research results showed that the collaborative construction of PDPDCE acts: 1) in the output of professional teacher isolation; 2) the collaborative construction of the PDPDCE and the reflective experience acts in teacher learning and in the resignification of pedagogical practice; 3) acts in teacher appreciation. From the analysis of the three aspects pointed out by the analyzes, we understand that the collaborative construction of the PDPDCE contributes, in the school context, to the construction of a community of formative practice. All the analysis carried out helped us to systematize the Educational Product (EP), according to its specificities and the CAPES guidelines. The EP, entitled: "School-centered Teacher Professional Development Plan: what it is and how it is done?”, aims to: provide formative experiences that act on the professional development of primary school teachers.
Plano de Desenvolvimento Profissional Docente Centrado na Escola (PDPDCE): o que é e como se faz?
(2023-12-18) Costa, Ildeneti de Jesus Alves; Azevedo, Rosa Oliveira Marins
This educational product is the result of a research process carried out as part of the Professional Master's Degree in Technological Education of the Graduate Program in Technological Education (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Its title is: "School-centered Teacher Professional Development Plan (PDPDCE): what is it and how do you do it?". The general aim of this product is to provide formative experiences that act on the professional development of teachers. It was developed and evaluated with four teachers who took part in the research, seven members of the GEPROFET/PPGET/IFAM research group and three professors who made up the dissertation defense panel. The product is organized into two parts: the first, "Grounding the journey", presents the key concepts that underpin the proposal, namely: teacher training; School-Centered Professional Teacher Development and collaborative work; the second, "Dialogic Meetings as a formative path in the construction of the PDPDCE", which shows action research as a possibility for building paths to the DPDCE; we detail the cycle of this type of research and lay out the twelve formative scripts used in the experience of the Dialogic Meetings (containing: workload, objectives, resources, evaluation and description of the activities carried out). The results of the Dialogic Meetings showed that the collaborative construction of the PDPDCE acts: 1) to break out of the professional isolation of teachers; 2) the collaborative construction of the PDPDCE and the reflective experience acts on teacher learning and the re-signification of pedagogical practice; 3) it acts on teacher valorization.