Formação continuada dos professores e a repercussão nas escolas: uma análise na rede municipal de ensino de Constantina

Abstract

This paper discusses the continuing education of teachers and impact on teaching practice, or analyze the process of construction and implementation, investigating the teacher: his commitment before the proposed and implemented training and allowance of the whole transformation. The focus of the study focused on teachers who participated in the municipal process of formation in the period 2001 to 2006, promoted by the Municipal Department of Education and Culture of Constantina. For this analysis, surveys were conducted for teachers who participated in the training, sent by the directions of schools, chosen randomly, a total of eighteen subjects participating. It also made a documentary analysis, which included the proposed educational, school regulations, records and scheduling of the course, current legislation regulating the training of teachers and Career Plan of Teaching Public Hall, among others. In addressing the training of teachers, first draw the context of public policies that shape. We performed a literature review on the continuing education of teachers, establishing a parallel with the development of the teaching profession and emphasizing the political role of the teacher and reflexive in developing their craft. Date collected in the research were well organized: participation in drafting the proposed regulations and implemented educational school, the continuing education was a factor relevant to the implementation of changes, the issues that contributed most to support the new proposal, the design of relationship between continuing education and experienced in teaching school, and why the participation in continuing education, the training process has brought the understanding of what is to be a / the teacher / the Citizen School and the participation of teachers to sets the topics for the training, the design of policies for continuing education. We adopted a qualitative research so that answers could allow an attitude of teachers on their reflective practice.