FORMAÇÃO CONTINUADA EM MATO GROSSO: ANÁLISE DE DOCUMENTOS ORIENTATIVOS DO PROGRAMA/PROJETO SALA DE PROFESSOR/EDUCADOR / CONTINUING EDUCATION IN MATO GROSSO: ANALYSIS OF THE GUIDING DOCUMENTS OF THE PROGRAMME/PROJECT OF TEACHER/ EDUCATOR ROOM

• Autor(a) principal: Seganfredo SANTOS, Leandra Ines
• Data de Publicação: 2013
• Outros Autores: SILVA, Lucineide, Guerra RAMOS, Rosinda de Castro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Acta Semiótica et Lingvistica (Online)
• Texto Completo: https://periodicos.ufpb.br/index.php/actas/article/view/15557

The focus of this study is to present the public policies for continuing education  in Mato Grosso, that have  recently been  pointed out as one of the most innovative ones (FUNDAÇÃO VICTOR CIVITA, 2011) in the Brazilian national context, discussing the guiding  documents that directed/direct the  continuing education actions  of teachers since the implementation of the Project/Programme Teacher/Educator Room, in 2003, and the present guiding document (2012).  The text aims at a comparative documental analysis by elaborating a reference matrix that approaches the main aspects of the guiding documents such as: their reasons, objectives, aims, methodology,  duties,  and evaluation among others. The analysis is conducted in order to understand the continuing education offered and guaranteed by the public policies to teachers of the languages area, and to make it possible to present advances, constraints and challenges in the administrative and pedagogical fields of action of the guiding documents to establish and  implement actions in the vast state of Mato Grosso/Brazil, considering the movements of change in  theory (documents) and practice (actions in the Centers of Education  and Update for  Basic Education professionals). Finally, we try to show directions to producers and executors of the state public policies of continuing education, in order to contribute for the appearance of new changes, culminating in advances not only for teacher development, but, mainly, for the everyday pedagogical practices. As theoretical foundations for this study, we turned to the literature in the area related to the concept of teacher development and to the term continuing education within its multiple approaches (IMBERNÓN, 2010a e b, NÓVOA, 2009, FUNDAÇÃO VICTOR CIVITA, 2011, among others).