As concepções dos gestores educacionais sobre a formação continuada de professores

Abstract

This work presents a research performed with professors who engage management functions in schools from the Education Network of Santa Maria, RS, the purpose is identify their conceptions about Continuous Formation of Professors as a possibility of change in educational practice. The analysis of such context became necessary and significant in order to understand a little bit more about school management and its role in relation to the continuous formation of professors, seeking for modifications in teaching practices. It was adopted as presupposition that school space-time is also for continuous formation of professors and the manager’s role is organize it with them. Besides, the Pedagogical Political Project of each institution have to certify the construction of reflection concerning the practice. The methodology used was based on a qualitative approach, with case characteristics study, through semi-structured interview, accomplished with six school managers from public and private educational networks of Santa Maria and the analysis of the Pedagogical Political Project from each school. It was possible indicates that educational managers believe in continuous formation, even visualizing slow-moving modifications in relation to educational practice. There is a huge interest in modify, in try to be and act in a more improved way, participate in the change of their own schools and also, in another instances, but always starting from questions which involves the school everyday; this is the way found by many educational institutions to reach the objective of continuous formation: cause modifications in educational practices of professors.