<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2010000200003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escola: a grande ausente da formação continuada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Marta Beck]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Leny Rodrigues Martins]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Católica Dom Bosco  ]]></institution>
<addr-line><![CDATA[Campo Grande ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2010</year>
</pub-date>
<volume>10</volume>
<numero>30</numero>
<fpage>267</fpage>
<lpage>283</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2010000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2010000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2010000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A pesquisa identificou e analisou os modelos de formação continuada de professores no município de Ponta Porã, MS, verificando o papel da escola na articulação desta com o trabalho pedagógico dos professores. Iniciou-se com levantamento nas Secretarias de Educação Municipal e Estadual e escolas particulares, sobre os programas de capacitação oferecidos de 2001 a 2006. Foram escolhidas três escolas de cada rede pública e duas escolas particulares, tendo como critério a participação dos envolvidos nos cursos analisados. Em cada escola foram entrevistadas as equipes pedagógicas e três professores. Com as entrevistas, pretende se verificar como as escolas incentivaram ou indicaram a participação dos docentes em cursos de qualificação; verificaram a aplicação dos conteúdos trabalhados nas capacitações; acompanharam e avaliaram a incorporação desses profissionais no trabalho desenvolvido. Os dados apontaram capacitações diversificadas e ministradas por meio de palestras e seminários, desenvolvidas por especialistas externos à escola. A equipe pedagógica realiza o controle do trabalho do professor comparando os conteúdos ensinados com o planejamento. Nas escolas, não há discussões coletivas dos problemas da prática, iluminado pelas reflexões propiciadas nas capacitações. A motivação para a participação nas formações é algo intrínseco ao professor. Pode-se observar que a escola é a grande ausente no processo de formação. A análise da questão aponta para a necessidade de se pensar em formação, coordenada pela escola e na escola, mediante a qual os professores re-inventariam a sua prática, participando ativamente, como sujeitos e colaboradores da formação, sendo articulada pelo projeto pedagógico da escola, com o qual todos estariam comprometidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Continuada de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Formação em Serviço]]></kwd>
<kwd lng="pt"><![CDATA[Escola como Local de Formação]]></kwd>
<kwd lng="en"><![CDATA[Teachers’ Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Education in Service]]></kwd>
<kwd lng="en"><![CDATA[School as a Place for Teachers’ Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A escola: a grande ausente  da forma&ccedil;&atilde;o continuada.</h2> <h3>The school: the great absentee in teachers&rsquo; continuing education.</h3>     <p>&nbsp;</p> <h4>Marta Beck Andrade, Leny  Rodrigues Martins Teixeira    <br> </h4> </font>      ]]></body><back>
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</article>
