Trajetória profissional, protagonismo docente e formação continuada: estudo de caso em uma escola pública municipal de ensino fundamental em Porto Alegre (RS)

Abstract

The paper aims at finding the answers as to how teachers perceive the teachers continued development program, to what they think about its efficiency and purpose, the teachers’ availability in taking part in its planning and execution, and relating such things to their professional journey in the group they are a part of. The hypotheses which this research is based upon is to get to know and take into consideration the professional journey of the teachers in each institution is a fundamental condition for the continued teachers training program to take effect. In order to subsidize this paper, two research instruments have been developed: the first one aims at building up a profile of the faculty in the institution which has been assessed, and the second research instrument consists of a list of the teachers continued development program planning of the institution in the year 2012. The collected data have been based on a qualitative research perspective whose results have been crisscrossed and compared to that of the researcher’s experiences in the context where the analysis has been developed. The paper highlights indicators for the necessity to particularize the teachers continued development program in order for it to be of legitimate and efficient importance.