FARIAS, C. J. G.; http://lattes.cnpq.br/3440086037693410; FARIAS, Claudia Janaina Galdino.
Resumo:
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.