Formação permanente em escolas: os professores como participantes ativos no processo formativo

Abstract

Some experiences with formation permanent, in addition to reading various works and research in the area, point to the need to rethink concepts and practices about this training modality. In this sense, there is the dissatisfaction of most of the teachers with the practices of permanent formation, above all, due to the fact that they do not match their expectations and daily needs. Nevertheless, teachers are kept on the sidelines of the training process, participating passively, often being guided to reproduce concepts and practices given by supposed “experts”. It should be noted that this attitude towards the permanent training of teachers collaborates to maintain control of education, through the maintenance of traditional and conservative paradigms that condition teaching action to market aspects, under the discourse of educational quality, generally expressed in quantitative parameters. In contrast to these formative paradigms, the present work addresses the Permanent Formation in Schools. It is a concept of training that includes the appreciation of the work context and puts teachers and their experiences at the center of the debates, opening space for the development of critical, reflective and creative autonomy. In this context, the research on screen proposed to analyze what are the impacts of formation permanent in schools on the teaching practices of the participating teachers and, besid that, intended to establish a parameter between this modality and the other training practices carried out. For this, we organized a formation called Projects and Actions and we experienced it with seven teachers and a coordinator of the Initial Years of Elementary School at the José Batista de Souza School, located in the city of Vertente do Lério - PE. We base our research on the principles of action research by Thiollent (1986) and on the analysis of contents by Bardin (1977). Supported by the discussions of Imbernón (2009, 2010, 2016), on the Permanent Formation in Schools; Tardif (2014), Freire (1979, 1987, 2018) and Libâneo (2011), about teacher's knowledges ; Morin (2002, 2010, 2014), Behrens (2006) and Petráglia (1995), about the complexity and Pimenta (1999), Pimenta & Gedhin (2012), Zeichner (1993) and Schön (1992), about reflective teacher, among others, we reached the following conclusions: the study proved to be useful in the development of the participants' pedagogical autonomy, since they became protagonists of the training itself, actively participating in the entire construction, as well as developing actions based on the process of reflection- action-reflection. In addition, the research found the need to implement Permanent Training in Schools as an alternative to the current training paradigms. In this understanding, it was observed that this training modality makes it possible, among other aspects, to develop professionals and the school institution, to address themes of interest to teachers, to promote collective work, to awaken the teaching role in the face of their own training and to collaborate with educational quality broadly.