Formação continuada em serviço dos professores municipais do Vale do Rio Pardo, RS : um estudo de caso.

Abstract

This dissertation studies the training of teachers in service in two cities of Vale do Rio Pardo. Our investigation takes place in the schools in which we work in each of these cities. Our phenomenon was limited as follows: What contradictions are manifested in the reality of Continued Formation in Service of two local schools in the Vale do Rio Pardo? Our goals are: to describe, interpret and explain what do think the teachers about the courses of Continued Formation in Service, when offered in partnership with outsider institutions, and when drawn up by the teachers themselves, and what are the contradictions and the possibilities of changes in their practices from this formation. The teachers that enter those improvement classes have as objective proposed by the education departments to rebuilt the PPP in each city and from the same search do changes in their teaching practices. To investigate this phenomenon was our interest to know better how such instruction was developed and to what extent this same instruction, as it is developed, can actually prepare teachers to new practices and the construction / reconstruction of the PPP. For us the social debt with education and with the teachers as professionals deepens with that type of formation, as well as the level of quality of school and education offered to the less favored social classes, once that education in capitalism changes depending on what social class you belong to, and needs to continue being so, because in this way the capitalism system can be maintained. Our research is one of a qualitative nature. It is also a case study. Our line of research is to critique because we believe that is more in accordance with the phenomenon under study. We seek theoretical elements of authors of this line of thought by scholars and some Marxist categories of thought such as the view of totality and contradiction of reality and possibility studied and developed from Marxist critical theory and deepened by Ernest Bloch. Our population and sample consisted of classroom teachers, school supervisors and even the teachers who assume positions of power such as the local city Secretary of Education. We also know what the law says of Education (LDB-Lei nº 9.394/96) on training and some public policies that have been proposed by the government for education and teacher training. The results that we found in our dissertation shows that the actual formation of teachers is being done in a very fast, technicist way, which seeks to prepare the teacher to be a mere doer of tasks which is what the education in the capitalist world expects. We believe that the continued formation in service has its validity if it is combined with other types of improvement courses, ones that should take place in the universities, in the classroom, with theories necessary to the teacher's knowledge, which will make them critical thinkers and make them really understand its function as a teacher. They 8 should also seek unity between practical actions-theory. Facing the conditions of formation found in our research, through the report of the teachers, we think that there are more contradictions than we can explain.