Uso do módulo II como espaço para formação em contexto de professores: estudo de caso de uma escola estadual vinculada à SRE de Coronel Fabriciano – MG

Abstract

Considering the importance of the pedagogical and the teacher in the teachinglearning process, this study highlights the need for constant improvement of this professional, in particular, continued in-service training in Module II meetings, which constitutes an indispensable tool in this process and, consequently, in this research. As a manager, my focal point is the school's pedagogical management because I understand it as the most important pillar of school management, as it is directly linked to the school's core activity, acting directly in the training and development of personal and professional skills and abilities in students. Therefore, this study aims to investigate how the management team organizes and plans collective Module II meetings at the school, in order to include actions aimed at teacher training on topics relevant to the school context. As specific objectives of this study, we seek to describe how the organization of extra-class teaching activities is planned, according to SEE/MG regulations and how such activities are organized and take place at Escola Estadual Castelo Branco; analyze how extra-class activities are organized and carried out, notably those intended for collective moments at school; and propose actions so that moments of collective planning are also aimed at teacher training, on topics relevant to the school, such as the appropriation of the results of external evaluations in which the school participates. To achieve the objectives, we approached the qualitative case study research methodology, carrying out semistructured interviews with the Inspection Coordinator of the SRE of Coronel Fabriciano, as well as applying questionnaires to permanent teachers and those called up with at least two years of exercise at the school in question. The research made it possible to find some important findings, such as the importance of Module II having clear objectives and being direct. The teachers interviewed highlighted unnecessary and time-consuming topics in these meetings. Based on the results obtained, we will present an Educational Action Plan that responds to the demands of the management case and positively changes this very important space that are the Module II meetings. Six Actions were presented, namely: Initial meeting to study the regulations that guide the collective Module II meetings for teaching practice; Proposal of alignment meetings between school management and the pedagogical team in the preparation of the agendas and guidelines to be addressed in the Module II meetings; Survey with the Pedagogical Team and teachers on the most relevant topics for continuing education in context; Creation of moments for sharing successful practices among teachers; Use of the computer lab as a space for conducting courses in a collective and integrated manner; Creation of training moments seeking partnerships with other institutions and using the potential of the teachers themselves. Finally, present the relevance of using this time in a meaningful way for sharing knowledge, planning, participating in collective meetings and professional improvement of teachers and the pedagogical team.