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Advisor(s)
Abstract(s)
A formação inicial, desejavelmente consistente, iluminadora e transformadora, é a modalidade que habilita para o exercício da atividade docente, sendo complementada em etapas posteriores e atualizada de forma gradual, através da formação contínua e da formação ao longo da vida. Uma proposta de formação não deve descurar a motivação dos participantes, proporcionando-lhes partilha de saberes e um sentido de identidade, podendo a modalidade de trabalho interpares revelar-se, para esse efeito, uma estratégia eficaz de ensino-aprendizagem.
Este estudo qualitativo, realizado no quadro do paradigma interpretativo, surgiu da proposta de uma formação para docentes em Teatro na Educação, manifestada pelos próprios professores de diferentes áreas e níveis de ensino de um estabelecimento escolar da rede do ensino privado, situado em Lisboa. Tendo como questão de partida “o que leva professores de diferentes áreas de ensino a querer frequentar uma formação em Teatro na Educação?”, este projeto do tipo investigação-ação procurou cumprir os seguintes objetivos: (i) perspetivar a integração do Teatro nas práticas pedagógicas; (ii) proporcionar oportunidades de desenvolvimento profissional através de formação interpares e (iii) perceber o impacto da experiência – Formação em Teatro na Educação – ao nível individual, grupal e institucional.
A formação foi estruturada tendo por base o grupo de participantes a quem foi aplicado um questionário pré-formação, com o intuito de identificar expectativas. Para cada sessão, foi elaborado um plano e foram efetuados os registos fotográficos e videográficos, bem como os respetivos diários de bordo. No final do processo, foi aplicado outro questionário, para perceber a avaliação dos participantes relativamente à formação. Os dados recolhidos foram submetidos a tratamento estatístico e análise de conteúdo.
Os resultados obtidos confirmaram as expectativas iniciais sobre a relevância da formação contínua na carreira docente, a importância do fator motivação, as potencialidades do teatro no desenvolvimento individual e grupal e os benefícios do trabalho interpares a nível pessoal e institucional.
ABSTRACT Initial training, preferably consistent, enlightening and transformative, is the method that enables the teaching exercise, complemented in later stages and gradually updated through continuous and lifelong training. A proposal for a training programme cannot neglect the motivation of the participants, providing them the sharing of knowledge and a sense of identity, where the peer work modality can prove to be, for that purpose, an effective strategy of the teaching-learning process. This study, of a qualitative nature, conducted under the framework of the interpretive paradigm, comes up from a proposal for a teacher training in Theatre in Education, suggested by the teachers from different subjects and different levels of education working in a private teaching institution, situated in Lisbon. Starting from the question “What leads teachers from different subjects and levels to follow a training in Theatre in Education?”, this project, of intervention-action nature, was born to meet the following objectives: (i) to consider the integration of Theatre in teaching practices; (ii) to provide professional development opportunities through peer work training and (iii) to understand the impact of this experience – Training in Theatre in Education both individually and collectively, but also institutionally. The structure of this training was based on a group of participants to whom a pre-training questionnaire was applied, with the objective of identifying their expectations. For each session, a plan was made and a photo and video record was completed, as well as the corresponding logbooks. At the end of all the process, another questionnaire was applied to understand the perspective of the participants concerning this training. The collected data were submitted to statistical treatment and content analysis. The results obtained have confirmed the initial expectations about the relevance of continuous training in a teaching career, the importance of the motivation factor, the potential of theatre for individual and group development and the benefits of peer work both at personal and institutional levels.
ABSTRACT Initial training, preferably consistent, enlightening and transformative, is the method that enables the teaching exercise, complemented in later stages and gradually updated through continuous and lifelong training. A proposal for a training programme cannot neglect the motivation of the participants, providing them the sharing of knowledge and a sense of identity, where the peer work modality can prove to be, for that purpose, an effective strategy of the teaching-learning process. This study, of a qualitative nature, conducted under the framework of the interpretive paradigm, comes up from a proposal for a teacher training in Theatre in Education, suggested by the teachers from different subjects and different levels of education working in a private teaching institution, situated in Lisbon. Starting from the question “What leads teachers from different subjects and levels to follow a training in Theatre in Education?”, this project, of intervention-action nature, was born to meet the following objectives: (i) to consider the integration of Theatre in teaching practices; (ii) to provide professional development opportunities through peer work training and (iii) to understand the impact of this experience – Training in Theatre in Education both individually and collectively, but also institutionally. The structure of this training was based on a group of participants to whom a pre-training questionnaire was applied, with the objective of identifying their expectations. For each session, a plan was made and a photo and video record was completed, as well as the corresponding logbooks. At the end of all the process, another questionnaire was applied to understand the perspective of the participants concerning this training. The collected data were submitted to statistical treatment and content analysis. The results obtained have confirmed the initial expectations about the relevance of continuous training in a teaching career, the importance of the motivation factor, the potential of theatre for individual and group development and the benefits of peer work both at personal and institutional levels.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Artística, na especialização de Teatro na Educação
Keywords
Formação contínua Formação interpares Formação de professores Teatro na educação Continuous training Peer training Teacher training Theatre in education
Citation
Miranda, A. L. A. (2019). O teatro no percurso dos "guardiões":Formação interpares para professores de diferentes disciplinas (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/11036
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa