Formação continuada de professores em análise

Abstract

This study is resulted of the project of research entitled Continuous Formation of teachers in analysis. It objectifies to investigate which perception the teachers possess concerning the Continuous Formation and of its accomplishment. The theoretical contribution is based on Candau 1997, Nóvoa1991, Freire 2001. It is a case study, of qualitative abordagem, whose data were collected through questionnaires, as well as a documental analysis. About the nature and function of the continuous formation, it can be said that the teachers that collaborated with this study relate it with knowledge. Some speak in modernization, others in reflection on the pedagogic practice. But there is a consent among the speeches about the relationship of this with the improvement of the practice. In spite of they reveal the all they value the continuous formation, the teachers still participate little of this process. The manager can take for itself the task of guaranteeing the space for the formation continued in the own school. Of the contributions of the formation continued for the performance, the teachers highlighted the possibility to rethink the practice, amplification of the knowledge and change in the form of to think and to act.