Atividades Curriculares de Integração Ensino, Pesquisa e Extensão (ACIEPEs) como estratégia de formação continuada : um estudo de caso com formação matemática de professores polivalentes no Município de São Carlos
Abstract
This research had as its general objective to discuss the contributions of the Curricular
Activities of Integration Teaching, Research and Extension (ACIEPEs) offered by the
Federal University of São Carlos (UFSCar) for the training of teachers promoted by this
IES and for the professional development of teachers of Basic Education. It had as its
specific objectives: to investigate the relationship between the ACIEPEs’ offer, and the demand regarding the training needs of the teachers who work in the Initial Years of
Elementary School; To investigate the contributions of ACIEPE "Information Technology in the Training and Performance of Teachers Teaching Mathematics in the Beginning Years" for the professional activity and the pedagogical practice of teachers who attended it; and to offer subsidies to the Center for Teacher Education (NFP) of UFSCar to
aggregate and streamline the ACIEPEs focused on teacher education. Starting from the
propositions in the scope of teacher training, (a) ACIEPEs are activities that promote the
articulation between the initial and continuing teacher training, considered by scholars in
the area of education as primordial for the effectiveness of teacher training in Basic
Education; (b) need effective dissemination to public education networks; and (c) need to
have validation for the functional progression of the teachers of the state education
network, which demands specific agreement with this network of education, in order to be
more attractive for the participation of this public, the research question was raised "Are
there indications that ACIEPEs, in the context of teacher training, enhance the continuing
teacher training promoted by UFSCar?" For the development of this work, which is configured as exploratory and of a qualitative and descriptive nature, the bibliographic
research, the documentary analysis and the case study were carried out, using the
semistructured interview as a central element for the collection of primary data. Data
collection consists of two stages: (1) documentary analysis and (2) interviews with
educational managers of public education networks in the city of São Carlos, SP;
coordinators of ACIEPEs in the area of Mathematics Education in the Early Years, offered in the period from 2010 to 2014, at UFSCar - Campus São Carlos; and teachers working in the Early Years of Elementary School, who attended ACIEPE "Information Technology in the Training and Performance of Teachers Teaching Mathematics in the Early Years". A mapping of the ACIEPEs offered at UFSCar, from 2010 to 2014, was carried out in its four campuses, prioritizing a study of ACIEPEs focused on teacher training, focusing on those whose teachers were in the early years of the public school system. Municipality of São Carlos, SP. Next, the focus was focused on ACIEPEs in the area of mathematics education in the Early Years of Elementary School, culminating in the investigation of the
contributions of ACIEPE "Information Technology in the Training and Performance of
Teachers Teaching Mathematics in the Early Years" for professional development and the
pedagogical practice of multipurpose teachers who attended it. The theoretical framework
brings concepts of teacher training and training needs; presents models of continuing
teacher training; a synthesis of the historical aspects and the problem of teacher education
in the Brazilian context; and also the Center for Teacher Training and the institution
responsible for the creation, implementation and offer of ACIEPEs.