NORMALISTAS EM RETRATO SEM RETOQUES: ESTUDOS DA FORMAÇÃO DE PROFESSORES NO ENSINO MÉDIO

Abstract

The present demands to education and the profile expected from the learner from the basic education are raising questions about the formation and the practise of the teachers. Specially for the ones that work with children education and the first years of the elementary school, it is questioned the propertyof their formation in the high school, pointing to the high level as necessary to their gradiation. In this context, it is studied the teachers formation(as), taking into account the effect in a teachers school of Campina Grande (PB). The research is developed as a stidy of case, with a qualitative approach, developed from November (2005) to June (2006). Its objective is to keep the formation that is developed in the school, so as in the theoretical point of view as practical, as also the contribuition to the identifying process from the future teachers. It is given previleges to the school oficial documents, as alsoto the furure teachers speeches. The speeahes are colected by interview, read and systemized cith the content analyses. The documents are interpreted, observing their directions toward the quality of the formation. The study registers the following aspects in formation: professional identity, even when the legal space of construction is the teaching practice itself, is seen as discontinuous and difuse in the process of formation, sometimes denying sometimes revealing strong marks of the non-normalist teacher. Not only the persistence to become a teacher, but also the idealism and the contact with incorporated or cried out teaching technical knowledge, as well as defense of the occupation, along with other detected aspects, are indicators of the identifying process of teaching, in course. Such consideration takes identity into account, not as a fixed mark, something discovered or acquired at once, but as a process in course. Specific formation for teaching occupation is shown, on normalist speeches, as incipient and denounced as a source of worry about efficiency for a future work. Critical speeches concerning phases and competences, not developed for the use of technological resources in teaching, are constant. In such speech praising of education through the power of love to students and occupation is strong. Lines concerning the development of a teacher´s critical conscience are silenced, where weak criticism to situations around, to school or teacher actions however, can be noticed. Intelectual skills, seen as constant during work, are centered in audition and exposition, being silented those who require comments, critics, articulation of own thought, reflexion in study among other things. School papers prioritize practice as a formation axis. With the support of these sources, besides others, we can see the whole of the parts which shows traces of formation developed at the school of studies. The relevance of the study is seen in the gathering of data about the magistery present formation, in the Normal mode, which can provide Paraíba with discussions, reflexions and opinions about such teaching.