A formação continuada de docentes da Escola Estadual Mundo Encantado e as atividades extraclasse

Abstract

This dissertation addresses the challenges faced by the management of the Mundo Encantado School in Belo Horizonte/MG, which consists of monitoring extracurricular activities (AEC) and promoting continuing education for teachers. The research is guided by the following question: what challenges has the management of the Mundo Encantado State School encountered in carrying out continuing education in the workload allocated to AEC? Based on this, the general objective was defined to identify and understand the challenges of the school's management in carrying out continuing education in the workload allocated to AEC. This objective was divided into three specific objectives: I - to describe the Mundo Encantado State School and the organization, monitoring and execution of AEC in accordance with the laws, documents, official letters, decrees and current guidelines promulgated by the State Secretariat of Education of Minas Gerais (SEE-MG); II - to analyze the challenges of the management of the school in question in carrying out continuing education in the workload allocated to AEC; and III - propose actions to overcome the challenges identified so that the management of the aforementioned school can carry out continuing education in the workload allocated to AEC. The theoretical framework for this study was based on Candau (2010), Arroyo (2015), Gatti (2017), Alvarenga and Quintanilha (2018), who address the school as a space for teacher training and professional development. To understand the concepts of school management and pedagogical management, the analyses of Libâneo (2007), Lück (2006 and 2009), Paro (2007, 2008, 2009) and Vieira, Vidal and Nogueira (2020) were used. The methodology used in this study has a qualitative approach. For data collection, it is proposed to conduct a structured interview with the school management and three Basic Education Specialists (EEBs) of the school. The analysis highlighted elements that hinder the provision of continued training in AEC and, with the support of the studied theory, supported the set of six actions proposed to promote this provision.