Marli Silvana da Silva

Biographical note

EFAP Teacher Trainer in the state public network, with a Full Degree in Chemistry and Pedagogy, Postgraduate Degree in Psychopedagogy, Specialist in Teaching Methodologies and Didactics, Titular Teacher Jurisdicted in the teaching directory east 3, Laureate with Excellence in Education Award by East 2 – 1st Edition/2016 Trophy “Professor Marilia Santos Carvalho Polillo”; Master in Education Sciences by UNIVERSIDAD LOGOS and doctoral candidate at the Lusophone University of Lisbon with the theme Teacher Training and Teaching Evaluation practices.

Areas of academic and scientific interest

  • Education Sciences
  • Teacher Training

PhD project

Formação Docente atrelada as Competencias Socioemocionais no Contexto Híbrido
José Gregório Viegas Brás

This research, linked to the doctoral course in Education, aims to study how teachers are developing themselves in the ATPC trainings held in the Centro de Mídias do Estado de São Paulo, in the perspective of valuing the characteristics of the teaching work considering the local and individual specificities in the construction of a sense of common identity through the collective construction of knowledge through trainings in pedagogical work classes in a hybrid context.

The methodological approach of this work follows the following procedures: questionnaires, interviews and document analysis.

As theoretical basis, I bring the authors: BACCI, CUNHA, TARDIF, NÓVOA, among others, who demonstrate through their publications, very important aspects that contribute to teacher training considering relevant the use of active methodologies, which enhance the pedagogical work, which enables the promotion of motivation in pursuit of self-development.

The data obtained, until the current stage of the investigation, indicate that, in fact, there is a need for continuous self-development, which includes moments similar to what we experienced during the pandemic. In this way, it was relevant to analyze how the relationships in the ATPC trainings were re-signified without losing the pedagogical and participatory bias, considering the context of hybrid training.

Keywords: Teachers Training; Socioemotional competencies; Hybrid Teaching