Narrativas-Formadoras na Escola de Tempo Integral de Itaboraí: formação docente no período extraclasse

Abstract

The acts of plan, evaluate and study always been practices inherent in the teaching activity. However, the conjugation of these verbs in school practice was not incorporated before as part, of the teacher's workday. This field of activity understood as teaching work, was legitimated through Law 11.738 of July 2008. The present work seeks to understand, based on law, the teacher training of six teachers of the school unit, In the daily of the municipal school of full time Juíza Patrícia Lourival Acioli. Created as a pilot institution of integral education, in the elementary education in Itaboraí municipality, located in the State of Rio de Janeiro. The research focused on the following study questions: Who are the teachers who work full-time? How did you get to the school of full-time? How is the extra class period lived by the teachers participating in the research at school? In what way does this extra class period provide a mobilizing process of continuous formation of reflection on the practice? Through the theoretical and methodological contribution, of the approach (auto)biographical implied with research-training. Research has followed on the understanding of teacher education By means of interviews / conversations and based the analysis from the scenic understanding. The study presents the potentiality of the teaching activity for teacher training. Developed during the three years in which it was implemented in the municipal schools of Itaboraí, especially in full-time school Evidence of the formative experiences in the life path and formation and the consolidation of the school as a place of memories. It also reaffirms the time of study, evaluation and planning as part of the teaching work, that way incorporated into paid work time, and in their labor journey.