Os desafios vivenciados pela CREDE 15 na implementação do projeto professor aprendiz: um olhar para a mobilização dos professores formadores

Abstract

This dissertation was made for the Professional Master in Management and Public Education Evaluation (PPGP) at the Public Policies and Evaluation Education Center at the Juiz de Fora Federal University (CAEd/UFJF). Based on evidences found by the management case, we try to understand how the School and Learning Development Cell (CEDEA) in the Regional Education Development Coordination (CREDE 15) can advance in the implementation of the Learner Teacher Project. Thus, the following research question was established: how can CEDEA advance in implementing the Learner Teacher Project at CREDE 15? The proposed goals to understand this management case were: i) to describe how the Teacher Learner Project was implemented at CREDE 15; ii) to analyze the challenges experienced in implementing the Teacher Learner Project; iii) to propose an action plan to strengthen the implementation of Teacher Learner Project at CREDE 15. For this, we adopted as methodology the case study and the qualitative research because it is a social phenomenon inserted in a real context and allows interaction with those involved in the process for a better case description and analysis. Data collection was carried out through structured interviews, in which Teacher trainers, course participants, school coordinators and technicians responsible for the referred Project at CREDE 15. The bibliography used in this research consists of studies done by researchers such as Shon (2000), Imbernón (2011), Tardif (2014), Nóvoa (1992), Alarcão (2001), Gatti (2008), Freire (1996) among others about the concept of continuing education in the perspective of reflection from the pedagogical practice developed by teachers in the classroom. After analyzing the data collected in the field research, we found some problems that affect the necessary advances in the implementation of the project at CREDE 15, such as: the limitation of the time of the teacher learner to study and plan the training, the insecurity of the teachers to act as teacher trainers to other teachers, the lack of an adequate physical space to carry out training, errors in the dissemination of the teacher Learner project and the insufficient financial resources for training logistics. In this sense, we proposed an Educational Action Plan that contemplates actions that may enable advances in the implementation of the teacher Learner project at CREDE 15.