A FORMAÇÃO CONTINUADA DO PROFESSOR DO ENSINO FUNDAMENTAL E A MUDANÇA NA PRÁTICA DOCENTE

Abstract

The work analyze an exploratory study developed in the second semester of 2007, by students of the Master in Education of UNOESTE SP, as work of the course end. The objective of the investigation was to verify how the teachers of the public school relate their process of formation and that forms they use in the practice the acquired knowledge. After readings and guided discussions, it appeared in classroom the questioning: how do the actions of continued formation materialize in the practice? From then, they elaborated together, so much the project as the instruments for collection of data. The study developed under the optics of the qualitative research, it included schools of the regions: West of the State of São Paulo, the Northwest of the Paraná and East of the Mato Grosso State of the South. Teachers with characteristics in common were interviewed: all of them teach in the public school and they attended courses of continued education recently. The data allowed to observe that the interviewees’ age was among 29 to 52 years. It was observed that they consider the initial formation is insufficient for the exercise of the teaching. Most of them agree that the participation in the courses of continued education improves the pedagogical practice. They also considered opportune and rich the exchange of experience with their pairs.

Keywords

• Continued formation
• Pedagogical practice
• Teacher’s formation