A hora-atividade como espaço para a formação continuada de professores no âmbito das escolas estaduais da regional Ouro Preto do Oeste (RO)

Abstract

This research was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). It addresses the implementation of houractivity in the scope of Federal Law 11,738 / 08, which, in line with LDB (9394/96), reorganizes the teaching day. The objective was to contribute to the reflection about the implementation of policies for the training of teachers in public service for the training of teachers in service from the institutionalization of the hour-activity with Law 11.738 / 08, analyzing limits and possibilities and proposing a plan that would minimize the identified difficulties. The research proposed to answer what possibilities and limits limit the use of hour-activity as a formative space, having as field four state schools located in the Regional Coordination of Education of Ouro Preto do Oeste in the state of Rondônia. It was characterized as a case study with a qualitative approach, having as instruments the documentary analysis, focus groups and bibliographic research. The theoretical contribution came to support the training paradigm adopted when referring to continuing education in the school, focusing especially on three fronts, the first one focused on the implementation of public policies and their challenges (CONDÉ, 2013; LOTTA, 2010; MAINARDES, 2006); the second presenting reflections on continuing education beyond traditional conceptions, conceiving the school as a formative locus, guiding the valuation of learning in context through reflection on practice and valuing the exchange between peers (ALARCÃO, 2001, 2004, 2015, GATTI , 2008, 2009, 2011, NÓVOA, 1992, IMBERNÓN, 2010); the third, seeking to analyze the performance of school managers in the current educational context (ABRUCIO, 2010; BURGOS and CANEGAL, 2011). The results show that the implementation of time-activity and its use as a training space present difficulties, which are apparent from macro and micro structural issues, among others, factors attributed to the absence of training for school managers, failures in the monitoring and evaluation process, time of teachers and managers as conflictive terrain, limiting pedagogical management, fragile conceptions about continuing education in the school, latent and evident conflicts in the relational field. The study also provided the verification of possibilities for continuing education in the school, such as: legal guarantees, recognition of continuing teacher education as a relevant action for education, recognition of teachers as holders of rights that aspire for training throughout the career. It also allowed for the advancement of theoretical reflection on the implications of public policies aimed at teacher education and its complex implementation process. In order to confront the problems identified and in view of the prerogatives of the Law, an Educational Action Plan (PAE) was proposed as a possible feasibility because it demands small costs for the Coordination. Along with the PAE, some recommendations to the State Secretariat of Education (SEDUC / RO) are presented, which are considered to have a positive impact on the problems identified by the study.