Título:	A formação continada na constituição da profissionalidade docente : um olhar sobre os anos finais da rede pública de ensino do Distrito Federal
Autor(es):	Nascimento, Thiago Gonçalves Ferreira do
Orientador(es):	Cruz, Shirleide Pereira da Silva
Assunto:	Professores - formação continuada Profissionalidade docente Ensino fundamental Ensino fundamental - professores - educação
Data de publicação:	21-Set-2020
Data de defesa:	25-Jun-2020
Referência:	NASCIMENTO, Thiago Gonçalves Ferreira do. A formação continada na constituição da profissionalidade docente: um olhar sobre os anos finais da rede pública de ensino do Distrito Federal. 2020. 184 f., il. Dissertação (Mestrado em Educação) — Universidade de Brasília, Brasília, 2020.
Abstract:	This dissertation is linked to the Graduate Program in Education at the University of Brasilia, at the master's level, and integrates the line of research Profession Teaching, Curriculum and Evaluation (PDCA). It originated from the objective of analyzing the relationship between continuing education and teaching professionality in the final years of elementary school and its scope was to understand the meanings attributed by teachers in the final years of public school in the Federal District to the continuing education processes experienced by them in the constitution of their teaching professionality. Our aim was not to analyze any specific training program, project or policy, but continuing education as a process of building professionalism. Thus, the global dimension of training was considered, listing from the participation in pedagogical coordinations in the work environment to institutional training, such as a doctorate, for example, without making any valuable distinctions between them and without disregarding any training action or activity. . To achieve our purpose, we carry out a critical-dialectical approach, anchored in the assumptions of historical-dialectical materialism, for recognizing man as a social, ontocratic being, subject of praxis and for understanding that this is the reference that would best make us the real concrete movement for the concrete thought, using, for that, the categories of historicity, mediation, contradiction and totality, in order to move away from appearance and get closer to the essence of the phenomenon that we investigate as an object of study. As methodological procedures, we performed documentary analysis of the Pedagogical Guidelines for School Organization of the 3rd Cycle for Learning (2014) and the Continuing Education Guidelines of the State Department of Education of the Federal District (2018), in the perspective of Shiroma, Campos and Garcia (2005 ) and Evangelista (2012), we used semistructured interviews and analyzed the data collected in the light of the Meaning Centers, as proclaimed by Aguiar and Ozella (2006, 2013). To carry out the theoretical debate with our object of study, we used, among others, the constructs of Cruz (2017) and Roldão (2007, 2010, 2017), on teaching professionalism; Marin (1995), Garcia (1999), Marcelo (2009) and Santos (2010), about continuing education; and Curado Silva (2002, 2008, 2011, 2017, 2019), Saviani (2007, 2009, 2011), Freitas (2016, 2018), Nóvoa (1995, 2001), Freire (1987) and Diniz-Pereira (2010, 2014), regarding teacher training. We can affirm that there is a dialectic articulation between the training processes experienced along the professional trajectory and the teaching professionalism, especially with implications in the relationship between theory and practice. This articulation can either prioritize practice over theory, or it can inversely prioritize theory over practice or it can lead to the understanding that both are inseparable, making it possible to change the concept through formative processes. It was also possible to verify that the relationship between continuing education and teaching professionalism is composed of objective and subjective elements, which is conditioned by cultural, social, political and economic determinants and that, although training is part of one of the objectivities of teaching work, its assimilation will always take place in a subjective relationship anchored in the subjects' social marks, in a formative path and in a concrete context of reality, thus giving new meaning to the ways of being, being and becoming a teacher.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2020.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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