Práticas de formação continuada no TRE-RN: uma pedagogia dedicada à melhoria do serviço público
There is a vast field of activity in our country's public service that provides continued training practices for civil servants and magistrates, one of these several examples being the actions developed by the Electoral Judiciary School of Rio Grande do Norte. The school team dialogues with oth...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/57084 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | There is a vast field of activity in our country's public service that provides continued training practices for civil servants and magistrates, one of these several examples being the actions developed by the Electoral Judiciary School of Rio Grande do Norte. The school team dialogues with other TRE/RN departments and management to define, plan and execute actions that seek to improve public service and enhance professionals in the legal sector. Even though the processes focus on pedagogical activities, there is currently no professional in the area on the team's staff. The objective of this article is to reflect on the continuing education practices developed at EJERN, aiming to present critical contributions given the absence of the role of the pedagogue in this environment. From this perspective, comprehensive interviews were carried out (KAUFMANN, 2013) with an employee of the EJERN staff as well as with a work pedagogue with extensive experience in the area, linked to studies of theoretical references. As a conclusion of the research, the planning of continuing education practices and the dialogue between those who organize the actions and their target audience stand out. What could be extracted from the reflections arising from the study is that, despite the need for a pedagogue within the sector, this space is not filled, this may be due to the lack of time in undergraduate courses to develop teaching about the analyzed branch, requiring the dissemination of knowledge about practices and activities in this field. |
|---|