Programa Ensino Médio Inovador: um olhar sobre a formação continuada de professores.

Abstract

It is mainly from the 1990s of the twentieth century that the field of studies of Teacher Education reaches higher profile in Brazil, which is perceived in theoretical publications, official documents and initiatives of the Government, such as the implementation of numerous programs targeted to educate the teacher better. In this context, we are interested in developing this research, which had as main objective to investigate the effects of ProEMI in the continuing education of teachers of a public school in the city of Campina Grande, in the state of Paraíba. In order to guide the research, the following specific objectives were established: a) to analyze the Guidance Document of ProEMI considering the actions that enable the continuous training of teachers, b) to identify how teachers understand teacher training; c) to check how teachers evaluate continuing education events sponsored by the school in which they operate; d) to describe and analyze the events of continuing education experienced by teachers and e) to identify how teachers evaluate their training / preparation for operations in various broad fields. This is a qualitative research in Applied Linguistics, on an interpretative ethnographic basis. To achieve the proposed objectives, we applied questionnaires, conducted recorded interviews, observed and recorded some events of continuing education and used our daily field notes. The theoretical background we used were based on studies involving Teacher Training (KLEIMAN, 2008, 2009; LIBÂNEO, 2004; PERRENOUD, 2000, 2002; TARDIF, 2002; THÜRLER, 2002), among others, and studies on Teacher Professional Identity (BAUMAN, 2005; HALL , 1997, 2011; MOITA LOPES, 1998, 2002, 2003; RAJAGOPALAN, 1998, 2003), among others, as well as studies of the Theory of Reflective Teacher (PEPPER, 1999, 2006; SCHON, 1997, 2000), etc. The results of the analysis revealed that the ProEMI contributed significantly to ongoing training of collaborative teachers, since this Program provided an opportunity to conduct important events of continuing education, individual and collective planning in the school, and other training events. Besides favoring the integration among all teachers in the school, the above program also contributed to the socialization of knowledge and experiences between teachers and their peers, which is also characterized as a formative situation. However, the survey also revealed that some aspects of the Program flawed because, despite the relevance of continuing education events, such instruction sessions were carried out in a short period of time, which had an aspect of discontinuity. We also found that many teachers do not consider themselves trained / prepared to act in different broad fields suggested by ProEMI, which represents a strong obstacle to the proper operation of the Program.