Aprendizagens docentes nos processos de formação continuada e sua materialidade no cotidiano.

Abstract

This study aims to analyze how teachers learning in continuing education processes are contributing to the improvement of pedagogical practice in everyday school life. The question proposed problem: Because teachers learning in continuing education processes are contributing to the pedagogical practice in everyday school life? This study was subsidized by referential the theoretical of concepts of continuing education and its history of teacher education in Brazil. We adopted a qualitative methodology, making it necessary a field of study during the period of June and July 2016. As a methodological way for discussion of the data it is focused content analysis, based on the theoretical assumption of Bardin (1977). The research is anchored in the theoretical contributions of authors such as: Nóvoa (1977; 2001; 2002), Imbernon (2010), Dias (2012), Libâneo (2001), Marin (1995), Veiga (2008) and some educational documents whose themes are related to formations of Teachers and teaching practices. Defined as a subject for research is four (04) teachers who teach in two municipal schools in Sousa - PB, where they work in kindergarten, as research tool we use A semi-structured interview. The results showed that the continued formation processes are highly valued by all the teachers interviewed for these teachers continuing education is something good and productive. The teachers, in their speech, emphasized the positivity and the importance of learning developed in the process of continuing education and of knowledge that are possible to acquire in this process, because the diversity of teaching procedures used in training and methodological possibilities of teaching and learning offered possible alternatives to improve their teaching practices and for their professional and personal development. Thus, the processes continuing education contribute to the practice of teaching in general, help the teacher acting as support, service, innovation and the pursuit of knowledge and learning for the development of their teaching activities. From these formations the teacher can try to overcome the difficulties encountered in the classroom, as well as deepen their theoretical knowledge in this area, performing articulated work in the teaching / learning of their students.