Formação continuada de professores em serviço: relato de uma prática experienciada

• Autor(a) principal: Pick, Marcia
• Data de Publicação: 2023
• Outros Autores: Trevisol, Maria Teresa Ceron
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Práxis Educacional (Online)
• Texto Completo: https://periodicos2.uesb.br/index.php/praxis/article/view/11998
• topic: formação de professores em serviço; ensino médio; planejamento; formación de docentes en servicio; escuela secundaria; planificación; in-service teacher training; high school; planning

The aim of this article is to analyze a process of continuing education for in-service teachers, seeking to understand the contributions of this training model to the quality of planning and pedagogical actions instituted at school. The report presents the history of changes experienced by the school, its sequential program of formative meetings, the understanding of the role and place of the participants in the process and their contributions to teaching. The empirical basis of this text is a descriptive research, with an exploratory nature, documentary, and a qualitative approach. Documents and records of the educational institution were analyzed such as legislation - regulatory documents, PPP (pedagogical political project), class reports, registration of the Sisgesc system (educational management system of Santa Catarina), agendas of meetings, in addition to holding focal groups with effective teachers linked to the educational unit. The teachers participating in the research work in the State Public network, with the High School stage, in the municipality of Ipumirim - West of Santa Catarina. The analyzed data showed that the teachers participated collaboratively in the training process, exposing their experiences and the results of their practices. The in-service teacher training model triggered significant contributions in the work methodology of teachers, of whom, active members of the process, re-signified theory with practice, resulting in teaching quality, in addition to promoting the collective exchange of experiences, contributing to the expansion of affective ties between peers.