The Impact of São Paulo faz Escola Program on newly Qualified Teachers
This study aimed to enhance reflections about the teaching of Portuguese language and literature newly qualified teachers who work with São Paulo Faz Escola Program. We conducted a qualitative research through a case study by means of analysis of documents, interviews and follow-up of these teachers...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Educação & Realidade |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:seer.ufrgs.br:article/50875 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/50875 |
| Access Level: | acceso abierto |
| Palabra clave: | Teaching Work. Curriculum Proposal of São Paulo State. Portuguese Language and Literature Teaching. Newly Qualified Teachers. Trabalho Docente. Currículo do Estado de São Paulo. Ensino de Língua Portuguesa e Literatura. Professores Iniciantes. |
| Sumario: | This study aimed to enhance reflections about the teaching of Portuguese language and literature newly qualified teachers who work with São Paulo Faz Escola Program. We conducted a qualitative research through a case study by means of analysis of documents, interviews and follow-up of these teachers. The data showed the feeling that the authorship and the autonomy of professional intervention were taken of these teachers. Besides, we observed the pressure suffered by teachers so that students have good grades in merely quantitative assessments, completely disregarding all they lived along the school year. |
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