Formação continuada na escola: o lugar da coordenação pedagógica

Abstract

The study seeks to understand why, after winning the right to planning and continuing education, teachers show a certain indifference in participating in training. The aim of the study is: to know and identify the concepts of in-service continuing education presented by teachers at a public school in the city of Machadinho/RS, when mediated by the school's pedagogical coordination. The investigation was carried out with a group of teachers from the state education system at the Castro Alves State High School, municipality of Machadinho. The study has a qualitative approach, supported by the procedures of descriptive-analytic research, being a case study in which data collection took place through observations in pedagogical meetings and through three meetings in group format focal. The theoretical and methodological construct was based on the following authors: Imbernón (2006), Freire (1992, 2006), Placco and Souza (2012, 1015, 2019), Sartori, (2011, 2012), Libâneo (2004), Tardif ( 2002), Pimenta (1999), Sacristán (1999), Nóvoa (1991), Vasconcelos (2006), Gil (1999), Minayo (2001, 2007, 2010, 2014) and Morosini (2014). It is clear that the indifference to continuing education carried out at school is due to the lack of attribution of meaning to theoretical studies and its relationship with pedagogical practice. With regard to the work developed by the pedagogical coordination, the teachers consider it important for their assistance and cooperation in planning, suggesting, listening to the anxieties, the insecurities, guiding the continuing education in the school according to the needs identified by the teachers. The diagnosis produced through the dialogue established with the participants allowed the elaboration of a continuing education project to be developed during the 2022 school year, which aims to endorse the school as a space for sharing experiences and continuing education, encouraging teachers to assume a posture of emancipation in face of educational demands. Thus, the study will seek to meet the wishes of teachers and the school's own needs.