Modelos de formação continuada em um município do noroeste paulista: Um estudo de caso

Abstract

The present research, linked to the Postgraduate Program in Education (PPGE) of the Universidade do Oeste Paulista (Unoeste) and the research line "Training and Professional Teacher Action and Educational Practices", aimed to identify and analyze criticality and updating of the models of continuing education offered in two schools of Elementary School of the Final Years of the state network of a municipality of northwest São Paulo. The theoretical contribution was historical-cultural (Bakhtinian and Vygotskyan), focusing on the dialectical concepts of professional identity, teaching action, teacher training and continuing education; the qualitative approach was the case study, with documentary analysis of parts of the Brazilian legislation on Continuing Education, analysis of pedagogical materials produced by the State Board of Education, and the Political-Pedagogical Proposal of the two state schools involved in the research. Semi-structured interviews were conducted with three managers from each School Unit and two teachers from each school, totaling ten participants of the research. The analysis of the data collected was performed by the triangulation technique. The data obtained showed that managers and teachers can not define epistemological conceptions that foster a self-evaluating and critical-reflexive teaching work. Therefore, the lack of identification of these concepts makes it impossible for managers to plan and organize, in a more contributory way, the current models of continuing education offered in the mentioned schools, which does not favor a critical and self-reflexive formation of teachers. Thus, the results contributed to a critical review of the institutional models of planning and implementation of the training actions in the processes of continuing education of teachers of the State Board of Education of the Municipality surveyed.