Reuniões pedagógicas da Escola Estadual Brighenti Cesare: possibilidades para a formação continuada

Abstract

This dissertation was developed as part of the Professional Master's Degree in Management and Evaluation of Public Education (PPGP) at the Center for Public Policy and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The object of the management case study was the difficulties faced by the management team in monitoring and promoting continuing education, within the time dedicated to out-of-class activities. The general aim of this research was to analyze compliance with the workload allocated to out-of-class activities at Brighenti Cesare State School, with a view to taking action to ensure that teachers receive continuing training. The specific objectives were: (i) to describe the actions taken by the school's management to comply with the workload allocated to out-of-class activities; (ii) to analyze the difficulties and challenges faced by the school's management with regard to teachers' training demands; and (iii) to propose the development of actions that prioritize teachers' continuing training. To this end, we used a qualitative research methodology, which allowed for a detailed and contextualized analysis of the written records, highlighting the nuances and implications of the discussions recorded. As the main theoretical references, authors from the field of education were used, such as: Alvarado-Prada et all (2010), Flóride and Steinle (2019), Gatti (2017), Nóvoa (2014) and others who brought relevant contributions on how the school can be a rich space for teacher training and professional development. After collecting and analyzing the data through documentary research, it was found that the collective meetings held at the school in 2023 and 2024 focused mostly on the administrative and pedagogical axes, while the planning and continuing education axes received minimal attention. Based on these results, an Educational Action Plan was drawn up, which includes the use of collective meetings as in-service training spaces; the planning and organization of these meetings by the school management and the promotion of collective planning moments focused on pedagogical and interdisciplinary actions.