Resumo

ANDRADE, Marta Beck  e  TEIXEIRA, Leny Rodrigues Martins. A escola: a grande ausente da formação continuada. Rev. Diálogo Educ. [online]. 2010, vol.10, n.30, pp.267-283. ISSN 1981-416X.

This research has identified and analyzed the formats of continuing teacher’s training in the municipality of Ponta Porã, MS, analyzing the school role in relation to the pedagogical practice of the teachers. We initiated a survey about the programs of teachers’ continuing education offered from 2001 to 2006 in the State and Municipal Secretariats and private schools. Six public and two private schools were chosen, having as criterion, the participation of the teachers in the analyzed courses. In each school the pedagogical team and three teachers were interviewed. The interviews intended to verify how the schools, by means of the pedagogical team, had stimulated or indicated the participation of the teachers in the teachers’ education courses, had verified the practical pedagogical applications related to the contents dealt with in the courses and in which ways they had followed and/or evaluated the incorporation of the courses related content in the classroom. The results showed diversified courses taught in seminars and lectures, planned by external specialists. The pedagogical team controls the teachers work and compares the contents taught with the planning. In the schools, there is no collective discussions about the practices informed by the reflections included in the courses. The motivation for participation in the courses is intrinsic to the teacher. We can observe that the school is the great absentee in the process of teacher’s training. The analysis of the question points to the necessity of thinking about teacher’s training courses coordinated by the school and at the school, by means of which the teachers would reinvent their daily practices, participating actively as subjects and collaborators of the continuing education, which would be articulated by the pedagogical project of the school, with the commitment of teachers, directors and coordinators.

Palavras-chave : Teachers’ Continuing Education; Education in Service; School as a Place for Teachers’ Education.

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