Professor aprendiz: formação de docentes protagonizada por seus pares na rede estadual do Ceará

Abstract

This study concerns to evaluate the Apprentice Teacher Project and to point new possible paths for its improvement. The project in question it's a strategy developed by the Ceará Public Education Department in providing continuous formation at service for the state teachers, having the teacher's protagonism and the formation between peers as key premises. To know the ramifications of this training proposal there were five focusing groups with teachers who had made their peers training between 2010 and 2011 at the Regional Coordinations of Maracanaú Tianguá, Sobral, Itapipoca and Iguatu. It was possible to extract from the press conferences that the project can bring many elements that seek to overcome the traditional models of teachers training, based on the transfer of information by specialists, giving to the own public teachers the opportunity of developing a proposal for structured formation based on their experiences and deepening the theoretical knowledge that can help their peers to develop best activities in the classroom. The Apprentice Teacher Project can be associated with conceptual categories developed by Antonio Nóvoa, Maurice Tardif, Philippe Perrenoud and Donald Shön, where the ongoing reflection on the professional action is taken as the main reference in the development of a consistent teachers training proposal. Beyond this, in being thus executed, this project requires operating procedures considered as of low investment, since it is based on the extension technology scholarships concession through analysis of a work plan written by them and the administrative support to the regional coordinations that make it possible to arrange the logistics for the presential meetings. Anyway, many aspects can be improved or enhanced to make this project more attractive to the teachers. Even if the premise is a peer training, the approach is very important in the trial to reach a proximity with the university, especially in reference to the teachers experiences systematization process through scientific research that may be used as study material in the formations; the increase of the distance education tool to enhance the formation of study groups and offering teachers training courses, and the articulation with the school structure so that training can be developed in the workplace itself.