Teacher Education: conception and teacher view

• Autor(a) principal: César, Francisco Rômulo Mesquita
• Data de Publicação: 2021
• Outros Autores: Moreira, Raimundo Nonato de Menezes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6458
• topic: Ação; Aperfeiçoamento; Reflexão; Action; Improvement; Thought

The presente article results from the thesis “collective planning of teachers in the area of nature sciences and mathematics in a secondary school in Guaraciaba do Norte county, Ceará State”, developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF) in 2020. This work deals with a theme that not much studied in Brazil and about necessity we have to think the formation continuing in-service training of teachers. Authors such as Alvaro–Prada (2010) Nóvoa (2018), Imbernon (2011), Machado (2019) othes others literary contribuitions, constitute the theoretical support for the development of this study. Thus, the methodology follows a qualitative approach, using a case study. We perform a Document analysis and semi-structured interviews with nine actors, namely: a pedagogical coordinator, an area coordinator teacher and seven teachers. As a result, we identified the necessity to effect the participation of teachers within the collective planning, as well to think about a training proposal that excels in the concerns and challenges of teaching practice. In this way, in order to qualify participation and ongoing training in service, we sought to listen to the needs of the actors involved and created training actions that excel in these concerns and, subsequently, we could evaluate such actions.