As reuniões pedagógicas na Escola Estadual Presidente Tancredo Neves em Frutal-MG: um estudo sobre como possibilitar a formação continuada em serviço

Abstract

This dissertation is developed within the scope of the Professional Master's degree in Management and Evaluation of Public Education (PPGP) of the Public Policies Center and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case investigates how the Module II meetings are conducted and used by the Presidente Tancredo Neves State School as spaces of planning and continuing education in service since this is essential to the quality of the teaching-learning process. The general objective of the study is to analyze the main challenges faced by the school in holding Module II meetings as a space of continuing education in service. Therefore, it was made a contextualization of the legal frameworks, the federal and state ones, which regulated and implemented the obligation of pedagogical meetings in schools and their use as spaces of continuing education in service in public schools of the country. In this qualitative research, bibliographical and documentary research was carried out. Besides that, interviews were conducted with six teachers, a supervisor, and the vice-principal representing the school management. The main authors that support our theoretical framework are Lück (2009), Larchert (2010), and Pinheiro and Salerno (2016), when the theme of planning is presented. Veiga (1995), Lück (1996), Libâneo (2001), Medeiros, Fortuna and Barbosa (2006), Souza (2009), Burgos (2014) and Paro (2017), when referring to school management. Nóvoa (1991, 2017), Imbernón (2010), Santos (2010) and Gatti (2011, 2013, 2017), when dealing with continuing education in service, and Pimenta (1993), Ferreira (2006) and Cordeiro, Souza and Rocha (2009), in the development of the theme teamwork and collaboration in schools. The results obtained in the research reveal difficulties in organizing, conducting, and using the Module II meetings as spaces of continuing education in service, demonstrating that it was not given due importance to the theme by the school management in the analyzed period. Based on these results, the research enabled the elaboration of an Educational Action Plan (PAE), following the 5W2H model, in which five action proposals are performed to collaborate with the studied institution, standing out the effective participation of school professionals in the elaboration of the actions. And most of them will present results if they are accomplished concomitantly. Among these actions, we highlight the use of conversation applications for the information transfer of daily school life, this coming from the State Department of Education (SEE) or the school itself. Thus, the time of the pedagogical meetings will be optimized and can be used in the continuing training of teachers. Also noteworthy is the proposition of an external partnership for the execution of teacher training and the proposal for the self-training of these professionals, using the teacher's own experience as a contribution to the training of colleagues.