Formação continuada em serviço e prática pedagógica

AUTOR(ES)

Andréa de Carvalho Silva

DATA DE PUBLICAÇÃO

2007

RESUMO

The present study emerged from the inquietude that, in my personal and professional experience, has been established in relation to the formation of teachers. The objective of this work was to analyze the contribution of the in-service continuous formation for the pedagogic practice of the teacher in the classroom. Thus, I have analyzed the in-service continuous formation of the teachers of Colégio Marista de Brasília in relation to its role in the pedagogic practice of the teachers, as well as the signs of development and rupture presented. Besides analyzing the challenges faced by the teachers leading them to continuous formation (training), the methodology privileged the qualitative approach through study cases with five teachers and two managers of the above mentioned institution. Documentary analysis, semistructured interviews, observations of the participants and groups were used to collect data making a careful reading of the aspects presented allowing the clarification of the questionings which originated this research. The study revealed that the in-service continuous formation is extremely important for the institution due to its confessional character together with pedagogic aspects. In this sense, the formation process observed in this investigation contributed to provide the teachers with instruments to act in the classroom according to the educational philosophy of Colégio Marista. The results of this study showed that the majority of teachers have demonstrated aspects related to the formation provided by the institution in their daily practice. However, the vertical relation teacher-student it is still predominant, which reveals a rupture in the formative proposal of the institution. It was identified that the teachers, although participating in a formation training that contemplates differentiated issues, would take advantage of topics that are more significant to them, mainly the ones related to problems faced in the pedagogic practice. The teachers exchange moments showed to be extremely formative allowing them to recreate and modify their pedagogic practice. Although the institution continuous formation proposal highlighted the importance of the reflection upon action, the study themes are chosen without the active participation of the teachers resulting in lack of involvement among them. Two aspects that showed to be relevant in the search of the continuous formation by the teacher were the need of knowledge of the content taught and topics related to the relation teacher-student, showing the necessity of more emphasis on these topics. Thus, the in-service continuous formation must allow teachers to reflect in-action and about-the-action so that they can reinterpret their practice and act consciously and intentionally towards the daily classroom challenges.

ASSUNTO(S)

prática pedagógica formação continuada em serviço formação de professores formation of teachers pedagogic practice educacao in-service continuous formation

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