SciELO - Scientific Electronic Library Online

 
vol.15 número41A formação continuada como espaço de reorientação curricular: reflexões teórico-metodológicasFormação de professores indígenas Guarani e Kaiowá em Mato Grosso do Sul: o empoderamento que circula Entre dois mundos índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Compartilhar


Revista Educação e Cultura Contemporânea

versão impressa ISSN 1807-2194versão On-line ISSN 2238-1279

Resumo

GIVIGI, Rosana Carla do Nascimento  e  SILVA, Raquel Souza. In-service continuing professional development for teachers: spaces of dialogue/training in elementary school. Rev. Educ. e Cult. Contemp. [online]. 2018, vol.15, n.41, pp.126-148.  Epub 15-Out-2018. ISSN 2238-1279.  https://doi.org/10.5935/2238-1279.20180072.

In Brazil is ample the challenge to conceive education from an inclusive perspective; therefore, the in-service continuing professional development is a possibility of changing scenario of education. This paper aiming analyzes the process of continuing education from spaces of dialogue/training about students with disabilities/difficulties in a public elementary school. To do so is used the Foucauldian theoretical framework that affirms the subjects are constructed through historical processes of subjectivation, imbricated in a complex network of micro-powers. The theoretical-methodological input is the critical-collaborative action research. The field research occurred in an elementary school from state public network. Thirty-seven visits to the school from 2015 November to 2016 July made moments of observation, collective participation in the classroom, and dialogue with teachers. The field journal is the data collection instrument, and it is analyzed with open codification accordingly to the grounded theory. As results, we noticed the school produces standardization processes, its organization hinders the execution of collective moments of learning, the school has only a few spaces for dialogue/training and its collaborative work is potent in opening dialogue/training spaces. Lastly, the study suggests that is necessary to the school to invent others relationships, to establish others spaces of dialogue/formation producing thus others processes of subjectivation of being a student and being a teacher.

Palavras-chave : Teacher Training; Relations of Power; Critical-Collaborative Action Research; Dialogue.

        · resumo em Português     · texto em Português     · Português ( pdf )