Saberes e práticas docentes: repensando a formação continuada

Abstract

The interest in investigating the need that some educational ones express of they continue its formation it is in to identify and to understand the reasons that take them to do such choice and the one that that represents in its daily educational activity. Authors as Tardif (2002), Nóvoa (2000), Catani (2002), Bosi (1994), Oliveira (2000), Antunes (2000), Gómez (2001), Meihy (2002), among other, they contributed to the theoretical bases of the research, enriching its theoretical reference significantly. The research facilitated to know the trajectory of the professional formation of the educational ones for, thus, to really understand the search for the continuous formation provokes in those professionals an self-thought process and a critical-reflexive attitude in relation to its practice. The collaborators of the research are four teachers belonging to the areas of the Nets of Federal, State, Municipal and Private Teaching, with different times of lecturer, linked to the Program of Masters degree of Santa Maria's Federal University (PPGE/UFSM), and three accomplish Masters Degree in Education and one is studying Specialization in School Administration. For the accomplishment and better analysis of the proposed theme I chose the method biographical History of Life, for believing that, through the recorded semi-structured interviews, of the oral reports and of the autobiographical writings, it is possible to obtain a significant approach of the histories of life of the educational ones, to know the trajectory and the significances built along the process of its formation process, because the memory reveals the magnitude of the personal and professional dimension that those educational ones carry in its histories. The teachers believe that the knowledge originating from of the masters degree can offer elements that enrich the educational practice, however, they consider that these knowledge will only be really validated the educational ones, in its formation process continued in masters degree level, they rethink them you know and the daily practice, constantly enriching it through the self-thought that the reflexive process exercises the educational ones. Only one aims the validity of the formation continued through studies accomplished independently, and most notices the formation continued as masters degree synonym. Another aspect to be pointed out is that the totality of the themes researched in to masters degree he/she refers to the school thematic originating from of the daily in that the people of the research, are involved. The participation in this research a factor that also contributed to enlarge the reflection on those teachers' educational practice was. Through its significant and important contributions, it could be noticed, in a certain way, that, for those educational ones, the representation and the significance of the continuous formation they are significants in its life histories. They believe that the continuity of the formation is indispensable for the professional formation in the current educational context, and that that formation is built during every professional career, since its exercise is committed with the profession, articulating them know and the educational practices seeking to the improvement of the teaching and of the its students' learning. The accomplished research is linked to the line of research " Formation of Teachers ", of the Program of Masters degree in Education (PPGE) of Santa Maria's Federal University (UFSM)