A formação continuada de professores no espaço escolar: impactos na prática docente

Abstract

This paper presents a reflection on the continuing education of teachers, and limits its impact on teaching practice, examined from the formative experience of different situations in everyday life in a public school. From the content analysis of data from a crop of semi-structured interviews with the teachers partners in this study, some aspects are highlighted, including, the desire for change, a strong streak of collective work and collaborate, common goals, quality management team, ongoing dialogue, working cozy ambience, all of this, according to the teachers, have repercussions in their daily work where interdisciplinary activities are encouraged and developed relationships with students and colleagues are fraternal, critical and reflective, the work has been more innovative, breaking with linear logic. The autonomy and authorship stimulated teachers, enthuse them not only to socialize their work internally but externally and helps them to understand these two dimensions as fundamental to the pedagogical practice. The study has shown howthe teacher is formed at school and at the same time, how the teacher form school. The repercussions on the school curriculum are visible when it occurs and promotes a better quality of education. Changes can not be interpreted as only a mechanical consequence of a mechanical action of continuing education, as the result of a combination of favorable factors, which need to be considered by the trainers, the schools, those responsible for education and for public policies.