A CONTINUING TRAINING FOR TEACHER ACTING IN A FULL TIME SCHOOL IN VICTORY, HOLY SPIRIT: CONCEPTIONS AND POSSIBILITIES FOR A PRACTICAL REFLECTIVE
Name: GABRIELA NUNES DE MENEZES
Publication date: 10/09/2019
Advisor:
| Name | Role |
|---|---|
| KALLINE PEREIRA AROEIRA | Advisor * |
Examining board:
| Name | Role |
|---|---|
| KALLINE PEREIRA AROEIRA | Advisor * |
| ZENÓLIA CHRISTINA CAMPOS FIGUEIREDO | External Examiner * |
| ALDIERIS BRAZ AMORIM CAPRINI | External Examiner * |
| MARIANGELA LIMA DE ALMEIDA | Internal Examiner * |
Summary: This paper studies possibilities for the continuous formation of teachers who work in a full time school in the city of Vitória-ES. It analyzes the conceptions regarding what constitutes full time education for the elementary school teachers of a private school system. It researches the processes of continuous formation in the full time school, situating needs and perspectives for the construction / reconstruction of practices that consider the reflection on the teaching activity. It presents a technical product that helps in the organization of studies and training activities for the teachers of this study. It is a case study that uses the focus group and the Conversation Circle as tools for field research and dialogue with a group of fifteen teachers who work in a full-time school. It characterizes a research of qualitative character, which uses the
technique of content analysis for the data interpretation, based on the dialogue with the recent production about the continuous formation of teachers. It is based on a theoretical framework that defines teaching activity as praxis (PIMENTA, 2002), which values the unity between theory and practice and the process of individual and collective reflection of the teacher, identifying reflexivity as an important strategy for continuous formation of the teacher (PIMENTA; LIMA, 2004, 2018; PIMENTA, 2012). It invests in the theoretical perspective that highlights integral education as part of a total formation of the individual, realizing their multiplicities and pluralities, and thus becomes a real education (CAVALIERI, 2002, 2009; 2007; COELHO, 2009a; MORAES, 2009; GUARÁ , 2005; PARO, 2012; TEIXEIRA, 2007; CAVALIERI, 2002; 2004; COELHO, 2009b). As main synthesis considerations, the study indicates that:
in the professional development of the teacher, in his teaching practice, in his
professional career, it is necessary to value solid and consistent processes of
collective reflection, situating needs and perspectives for the construction/reconstruction of his teaching practices; the teacher should be prepared to perform teaching practices considering this extended period in school, and that it is therefore necessary to invest in continuing education policies for the teacher to develop his teaching action in this context. When thinking of integral and full-time education, it is necessary to overcome current educational models and the processes of continuing education of teachers acting in this context need, therefore, constitute investment in professional development, meeting the collective reflection and about the possibilities and difficulties, pedagogical that their teaching practices present.
