A formação continuada na escola: treinar para reproduzir ou formar para transformar?

Abstract

The present dissertation of master s degree is in the research line of public politics and educative practice of the pos-graduation program in education of the Federal University of Santa Maria UFSM. This study rose of being a professional of education in the municipal net of teaching of Santa Maria and it has as base analize conditions to overcome authoritaries pratics of the school. Having as central theme the continuous formation, the objective that guide the investigative research is to analize proposals of continuous formation to teachers of the fundamental teaching at schools of the municipal net of teaching in Santa Maria with the aim to verify which is the perspective of the citizen and of the professional that has been proposed. Following this objective, it was tried to verify, in the school proposals and in the subject words, clues to the teacher formation as an organic intelectual, following the Gramsci s perspective with insights to the superation of the alienation and of the school as an isolated institution and supposely neutral in the context of capitalist domination. This idea, parts of the base that every teacher is an intelectual, but works to the dominant interests. The reversal of this process needs a professional politicaly involved in the transformation of the subjects, of the school and consequently of the society. To the realization of the research it was used the bases of the qualitative research through the documental analisis and questionarie. The analisis of the data was realized with the help of the metodological strategy of the Content Analisis by Laurence Bardin (1977). The results of this analisis showed us that the continuous formation of the teachers in the schools studied is not contributing to the formantion of the teacher as an organic intelectual in a perspective againsthegemony to the dominant interests, as documents and subjects, althought using the democratic discourse, do not use their autonomy to build together a plan of formation that goes over the common sense, what has gone trough proposals descontextualized, descontinuous and depoliticized. In this way, the school, throught plans of continuous education, evidences conceptions and models that form the teacher away of the perspective of doing the school an institution to work social interests, reproducing values of the dominat hegemony and thus the continuous formation at school is just one activity to do burocratic obligations, without this interferes in the status quo of the school we have.