Sentidos da formação continuada na trajetória profissional de docentes: experiências formativas envolvendo universidade e escola

Abstract

The Professional Teacher Development is a continuous, systematic, organized and self-reflective process which involves the paths trailed by the teachers, in a personal and in the interpersonal dimension with the creation of a repertoire of knowledge, skills and practices that embraces initial training up until the continued practice of teaching. Formation as a trajectory presupposes the knowledge of the individuals in training in order to understand their expectations and enhance their knowledge. This is a demanding and localized process, which counts on a common dialogue between trainers and trainees. It is important to appreciate the protagonism of those involved in the selection of the topics such as the election of the forms of approach. Assuming training as a course requires also a concern for the continuity of this formation in order to evaluate it, feed and re-feed it in the meaning of "human formation" in the words of Arroyo (2013). In this perspective it is possible to take the training as a real experience. In this paper, the research object chosen was formative experience in the context of the National Network of Continuous Teacher Training, in which the "Universidade Federal do Paraná" (Federal University of Paraná) has a program entitled "Formação continuada de professores da Educação Básica da cidade de Curitiba e da sua região metropolitana do Paraná" (Continuous teachers training of the primary education in the city of Curitiba and its metropolitan region of Paraná). The program aimed to promote continuous formation for teachers of the early elementary school public network, helping to raise the quality of teaching and learning. It was tried to comprehend "how the experience of formation in the context of the Coordenação de Políticas de Formação do Professor (COPEFOR - Teacher Education Policy Coordination) assumes a formative condition for both the Managers and to the course participants?". To explore the research problem, it took up two dimensions of depth and analysis: a) the proposals of courses and understanding the training of trainers; b) the course as a formative experience in the trajectory of teachers/course members. The research took a qualitative exploratory approach, through the Case Study. Among the Extension Courses offers for Basic Education, two courses were chosen and in each of them two teachers and five course members. Data collection was conducted through semi-structured interviews and focus groups. The analysis of the documents helped in the comprehension of the proposal. The main results indicate the satisfaction of the teachers with training experience in which they emphasize: the theoretical and practical relationship, collaborative work through dialogue among peers, reflection on what they accomplish pointing out the special role of the university/school relationship.