Inovação educacional e formação de professores: em busca da ruptura paradigmática
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Data
2010-08-26
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Universidade Federal de Goiás
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The social dynamics of contemporary globalized world and its impacts on education require from teacher changes in pedagogic strategy to overcome the difficulties that students have shown during construction process of knowledge. This study, inserted on the research line Formation and teacher profession, is about the question of innovation at the Brazilian
educational scope. The goal is to understand and analyze concepts and conceptions that involves this thematic, aiming its importance in teacher formation projects that focus the
education improvement. The target was mainly to identify and analyze, between 2005 and 2009, what has being published in educational events organized in Brazil (ANPED National
Association of Post-Graduation and Research in Education; ENDIPE National Meeting of Teaching and Practice; REDESTRADO Study Network on Teacher Work; National and
International congresses of Education) and Database of the post-graduation universities about this thematic, considered as relevant. It was also proposed to analyze critically the challenges of university before education formation and profession process, showing ruptures with traditional paradigms. The theoretical and empirical methodology adopted consisted on the bibliographic analysis, which used qualitative and quantitative parameters, seeking for better results view. Therefore, information was collected through reading guidelines from the titles and abstracts that presented the words to innovate, innovation, changes, ruptures, paradigms, meaningful practices, reforms, or/and publications, whose titles refer to some innovation way. In total, 211 papers have been cataloged, but because of the circumstantial limitations of time
and space, 36 papers from ANPED were selected considered in the academic means the most representative meeting of education in Brazil making up a dialogue as other data
collected. The innovation conceptions that appear in such publications of ANPED are diversified. According to the approached innovation, it was noted, from 2005 to 2009, that the majority refers to teacher pedagogy, and that there is no significant number of papers that followed the epistemological perspective of innovation, defended in this dissertation. The
innovation concepts found, in general, are ambiguous, and most proposals suggested is thorough and reasoned. It is concluded that the innovation conception is a complex and challenging matter and although it is still driven by the traditional paradigm, you can trigger it from epistemological ruptures. So, new paths are build up in education, based on articulated dialogues between institutions and their agents.
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MATOS, Ilrema Pires Araújo. Educational innovation and teacher formation: in search of paradigmatic rupture. 2010. 183 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2010.