Teacher education special programs, distance learning and schooling: studies on the new models of in-service education

• Grant number: 08/54746-5
• Support Opportunities: Research Projects - Thematic Grants
• Start date: March 01, 2009
• End date: February 28, 2014
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Belmira Amélia de Barros Oliveira Bueno
• Grantee: Belmira Amélia de Barros Oliveira Bueno
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Pesquisadores principais: Alda Junqueira Marin ; Denise Trento Rebello de Souza ; Marilene Proença Rebello de Souza
• Associated scholarship(s): 11/01679-1 - Universitarization of teacher’s education, field trainers and professionalization: a study in the French context, BE.PQ; 10/13603-7 - Supervised traineeship in special programs of in-service education: the place of teaching practice in experienced teacher's education, BP.MS; 10/14202-6 - Teacher Universitalization and Teacher Identity Development, BP.MS

Abstract

This research proposal seeks to analyze the special programs of teacher in-service education that emerged after the promulgation of the LDB 9393/96 Act, as well as the pedagogical model that can be seen to take shape in these programs with their use of distance education. The analyses carried out here have various scopes, including comparative studies, aiming to characterize these programs and to establish their place within the wider scenario of current educational reforms. In that perspective, and relying on joint postgraduate projects, we intend to gather information about similar experiences that have taken place recently in Latin America. The research project will follow two lines of investigation. The first, of wider scope, takes in the context, the structure and functioning, conceptions, assumptions and modus operandi of the special programs. This part of the project shall examine the curricula, the devices and didactic materials (written and virtual), the students-teachers profile, the attribution of teachers' functions, the emergence of new educational agents and the knowledge that are promoted in these new educational contexts. A second line of the work shall examine the repercussions and implications of these programs to the schooling processes and educational practices of the teachers that graduate from the special programs. Taking into consideration that these courses emphasize the teacher's practice and are grounded on the discourse of competences, this line of investigation will focus on the following themes: limits and potentialities of this model of education, teacher's knowledge, teacher's representation and appropriation of various concepts and ideas, including those related to the technologies, and the teachers' practices of reading. It shall also examine the processes that emerged in the context of teacher in-service education, particularly those related to the market of education addressed to teachers, as well as the teachers' practices of consumption related to this market. The investigations in this research project will draw from two main kinds of sources: a) documental: legislation, didactic materials produced for the student-teachers, videos, teleconferences, written materials produced by the student-teachers along the courses; and b) empirical: gathering of information from archives, questionnaires, field observations, interviews with student-teachers, teachers, administrators and graduates. The overall purpose of this research is to develop a wider understanding of the contemporary policies and initiatives within teacher education in Brazil, with special attention to in-service teacher education with pedagogical and social theories. (AU)