Formação continuada em serviço de profissionais do ensino: Um estudo de caso

Abstract

This paper refers to a qualitative research linked to the Masters in Education from the Universidade do Oeste Paulista, Presidente Prudente-SP, performed in the search line The Teacher Pedagogical Practice and Formation. The objectives were to understand the working features of continuing formation that promotes the teachers professional development starting with a school that cares about the practices organization of a work of this nature. The focus of this analysis was the performance of physical education teachers, their participation, reactions, and use of activities in continuing formation. The research field was a private school of a city called Santa Fé do Sul SP with the following procedures of data collection: questionnaire with physical education teachers, interview with the school managers, documental analysis of the course teaching plans, materials of the collective study, pedagogical and political project of the school and even remarks "in loco" of the sessions in service continuing formation. Two physical education teachers participated in the survey, the pedagogical director and the four active coordinators in the school in 2013.The research is based on the works of in services continuing formation of Duarte, Hunger, Imbernon, Marin, Ribeiro, and Tardif. The national curriculum guidelines of physical education were also consulted. In the content analysis were used the methodology indicated by Laurence Bardin, which provided to organize the information in categories. With the obtained data we could note that the practice of continuing formation and regulation of study sessions must rely on the suggestions and contributions of teachers together in defining the schedule and agenda, the continuing formation in service should not be held as substitutive formation gaps of initial formation; it must work the technical dimensions, pedagogical social and political dimensions contributing to the interactive and reflective formation of the professionals teaching; develop collaborative culture and make teachers able to evaluate their own practice, reflecting on it.