Formação continuada de professores: possibilidade para o desenvolvimento docente

Abstract

This research has as thematic the continuing education of teachers. It s about an inquiry that has as focus a formative strategy implemented by the City department of Education of Rio De Janeiro that happens at Adriana Monteiro Municipal School, called Center of Study. On the basis of the norms that legitimize such proposal, this initiative must structuralize it light of the model interactive-reflexive (DEMAILLY, 2000) or by the construtivist form, according to the agreement of Nóvoa (2000). In this direction, the intention is to give a chance to teachers to assume themselves as self vocational training since, this strategy translates a perspective of shared education, between the pairs, that tries to find, through the access of scientific knowledge, of the shared reflection and the socialization of experiences, collective solutions for the problematic situations that emerge from the everyday-school life. This work wanted to point out historically the Centers of Study, to characterize the meetings of the Center of Study that happen in the signaled school, trying to understand the relations between a program of continuing education organized in the school and it process of teaching development. To subsidize my reflections, I support myself in the productions of Nóvoa (2000, 2002), Candau (2003), Garcia (2003) and Demailly (2000)