Formação continuada: um olhar diferenciado

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

The research presented in this study analyzes the in service continuous educational and professional process of a group of teachers developing their activities at the elementary school system of the Municipality of Blumenau, SC. The objective of the study is to develop comprehension, show improvements and the difficulties of the process. The terminology used to define the educational process varies. The terms used in the description are: training, improvement, enablement, permanent education and continuous education. Each of these terms expresses a historical educational moment in the Brazilian educational history. The subjects who participated in the study are all teachers of the school system of the Municpality, and volunteered to participate in the research. They all have at least four years of teaching experience in the school system, but they perform different tasks in different contexts. The research also includes an analysis of the conceptions, opinions of educational authorities of the Municipality, who were able to bring to the analysis the historical perspective of the school system. In the analysis were used the principles of discourse analysis as proposed by Orlandi (1989, 1990, 1996 and 1999), Grigolleto (2001) and Brandão (1991). This provided the analyst with a theoretical frame to single out meaningful questions to be entertained in the analysis. This also provided the means to unfold the educational process as envisaged by the teachers. Discourse analysis also unveiled significant information conveyed in the interviews. However, because of the time and space limitations, only a limited number of issues could be raised analysed in this study. Some of the significant points singled out in the analysis, the following are highlighted: teachers see a close relationship between theory and practice; teachers recognize their theoretical weaknesses when justifying their pedagogical activities; they recognize the importance of the dialogic process in the construction of knowledge, the importance of interaction, the importance in developing professional abilities and the need to bring into the analysis their personal history in the construction of their professional life. In a definition of language as a historical and social meaning construction process, it is concluded that language (words) are in a continuous movement of meaning construction and (de)construction, therefore, language is not an imprisonned, authoritarian, definite meaning system

ASSUNTO(S)

educacao professores - formação teachers - education professores - formação

ACESSO AO ARTIGO

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