Resumo

ESQUINSANI, Rosimar Serena Siqueira  e  ESQUINSANI, Valdocir Antonio. Aprendizagem profissional e políticas para formação continuada de professores: um estudo de caso. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2014, vol.23, n.41, pp.139-147. ISSN 0104-7043.

This paper proposes a discussion on apprenticeship as epistemological basis of the continuous training of teachers. For that, it aims to identify the main effect on movements and actions for teacher training from a city´s municipal education network, based on questioning the evidence of the point of view of the subjects of the process: the teachers, punctuating also prospects for training, according to an idea of cognition and adult/professional learning that is an apprentice. The methodology follows an empirical research of documentary database, with data collected in a municipal school of medium size, in the countryside of Rio Grande do Sul state, over fifteen years (1997-  2012). The empirical data collected allow us to visualize the frequency of teachers in the continuous education, as well as their evaluation of the courses. As part of the discussion, we bring some indicators of how teachers understand their continuous education as an inherent part of their professional activities. In conclusion, the data shows the continuous education as qualification and as part of the condition of being a teacher as well as part of the distinguishing features of the process of learning and of the pedagogical practices involved in it.

Palavras-chave : Teacher Training; Apprenticeship; Public school Networks and Systems.

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