Gestão escolar e formação docente: concepções sobre estágios em classes de alfabetização

Abstract

This work aims the presentation of a study that was accomplished in two schools of municipal teaching system of Santa Maria/RS, during the year of 2006, whose theme is the investigation of the conceptions of the professionals of education about the docent formation and its repercussion in school management face the decision about the opening of probation in classes of literacy. Then, we sought studies that were accomplished about docent formation, practices of probation and school management in order to confirm our investigation. We adopted as attitude for the construction of the theoretical references the condition that is at school that the significant spaces are opened for the formation of the teachers and the trainees. In the same sense, we gave priority to the studies that indicate the relevance of the democratic management and the collective work as the presuppositions to the development of the formative process at school. In such case, we used as the methodology a historical and social approach from a narrative feature whose instrument of research was the semi- structured open personal interview with six teachers, three of each school that were investigated. From the analysis of this research, we emphasize that all the teachers consider relevant and defend the process of docent formation in school ambient through the contact with the probationary teachers. Meanwhile, there is an evident distinction among the conceptions from each school about the acceptance of probationary teachers in literacy classes that reflect directly in the forms of management in each institution.