Banca de DEFESA: DARLENE EUGENIA DE MOURA CAMPOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DARLENE EUGENIA DE MOURA CAMPOS
DATE: 07/02/2022
TIME: 15:00
LOCAL: Sala Virtual CAA
TITLE:

CONTINUING EDUCATION OF TEACHERS: CARTOGRAPHING EXPERIENCES IN THE MUNICIPAL EDUCATION NETWORK OF CARUARU - PE

KEY WORDS:

Cartography. Continuing Education. Inventive Training. Alterities.

PAGES: 161
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study titled: CONTINUOUS TEACHER EDUCATION: CARTOGRAPHING
EXPERIENCES IN THE MUNICIPAL EDUCATION NETWORK OF CARUARU – PE, it is
linked to the line of research Teaching, Teaching and Learning,
of the Postgraduate Program in Contemporary Education (PPGEduC) of the Federal University
of Pernambuco – Academic Center of Agreste (UFPE-CAA). It presents the Continuing
Education of Teachers as an object of study and as a general objective: To map formative
experiences developed by the municipal education network of Caruaru-PE, understanding
whether, through existing regulations and prescriptions, teachers are able to express themselves

inventively. We seek to understand the repercussions of training meetings for teachers' know-
how, considering the importance and prominence that the Common National Curriculum Base

(BNCC) has been assuming in the discussions and its influence on the training and materials that

have been developed. We take the concept of Inventive Training to support training as a self-
modifying experience, capable of promoting displacements, learning and transformations, as

explained by Dias (2012). We seek to develop an investigative cartographic exercise because we
understand that it is not a ready-to-apply method, but because it converts the method into a
problem, which makes it methodologically inventive (OLIVEIRA; PARAÍSO, 2012). In this
way, cartography made it possible to find ways to inhabit a territory, to tie ties and produce
conversations and meetings amidst a pandemic and social distancing. We virtually build spaces
to talk, to be present, listen, think and share with others (SAMPAIO; RIBEIRO and SOUZA,
2018). The teachers allowed us to get to know who and where they remain, learning and
graduating teachers. In this aspect, we initially identified a formation built to contemplate and
attend to the documents and materials that are imposed on the school context. But our results
show that it is at school with the teachers and students that these proposals materialize and in this
process tensions, resistances and inventions occur. It is in everyday school life that the tensions
between the school that exists intensely and the proposals and imposed models build other ways
of living the school and the training of teachers, in a more inventive and problematic way.

BANKING MEMBERS:
Presidente - 1328163 - CARLA PATRICIA ACIOLI LINS GUARANA
Interna - 2299922 - CONCEICAO GISLANE NOBREGA LIMA DE SALLES
Externa à Instituição - ISABEL MARIA SABINO DE FARIAS