Os contextos e movimentos na formação continuada docente: uma busca de sentido

Abstract

This research sought to think the ongoing formation through teachers' perceptions and voices, identifying the mobilizations made by three teachers of the first segment of elementary school in the search for training. Dialoguing theoretically with Fontoura (2009c, 2011b), Freire (1987), Garcia (1999, 2009), Josso (2004, 2010), Monteiro (2006, 2007, 2008), Morin (2000), Souza (2008, 2010, 2011) e Tardif (2010) we intend to understand how teachers develop their own involvement with in service formation processes called continuous development. We believe that self questioning is a provocative dynamics which provides access to aggregate knowledge during the formative trajectory producing positive interventions in everyday action teaching. The research is part of the search-training movement, adopting the biographical approach as epistemological percpective on the process of learning by our teachers. We elected as data collection instruments interviews held in the course of the narrative research, participant observation of the classrooms and a discussion metting filmed. Complementing the instruments of sistematic collection of empirical material, we carried out reflective notes of mettings with graduates aiming at interlacing action and reflection within the dynamic of teaching/learning processes. The analysis of materials was developed from the perspective of thematization of intersections of axes established through data obtained in the research. The results of our investigation have shown a need to understand the personal and professional development of teacher united to everyday experiences. Therefore, we advocate that continued training has to be geared to the production of knowledge by teachers and not by an uncritical consumption, has to be basead upon actual needs of teachers within their workplace.