Concepções de professores acerca da formação continuada: desafios e possibilidades

Abstract

This dissertation was developed in the Professional Postgraduate Program in Management and Public Education Evaluation, at the Center for Public Policies and Education Evaluation from the Federal University of Juiz de Fora (CAEd / UFJF). The management case study discusses the theme of the continuing education policy proposed by the Municipal Education System of Teresina - PI (Secretaria Municipal de Educação de Teresina - Semec), aiming to analyze the contributions of teachers' training in the pedagogical practice of Mathematics teachers in the early years education, through these own subjects' perception. As the theoretical basis, we used, mainly, Nóvoa (1992, 2009, 2017), Contreras (2002), Tardif and Lessard (2005), Tardif (2002), Gatti, Barreto, Siqueira and André (2019), Franco (2018), who discuss continuing education; and Gatti (2007), Bonamino and Sousa (2012), Fontanive (2013), Alavarse, Bravo and Machado (2013), Machado and Alavarse (2014) and Cabrito (2009), who discuss the role of external evaluation. The main aim of this study was to analyze the contributions of continuing education, proposed by Municipal Education System of Teresina - PI, in the pedagogical practice of the Mathematics teachers in the early years education. The specific aims of this research were: (i) to describe the process of elaborating and implementating the continuing education actions for early years Mathematics teachers promoted by Semec, (ii) to analyze the Mathematics teachers' continuing education process, and (iii) to propose actions to be implemented by Semec's educators team, who actively participate in the implementation of this policy, in order to enable changes through training in the teachers' pedagogical practice. This study used qualitative research as a methodology, and, as instruments, questionnaires with closed questions for teachers in training, in addition to interviews with these same teachers and the teacher educators. It was found, through the analysis of the data collected by the research instruments, that the continuing education is foreign to the teachers' individual needs, and it is based on a model of technical rationality, as its main focus is the curriculum and the external evaluation matrix of the students. From the data collected, an Action Plan for Education (Plano de Ação Educacional - PAE) was proposed, aiming at improving the Mathematics training offered to early years teachers from the Municipal Education System of Teresina - PI, in order to contribute to their pedagogical practice and their teaching autonomy.