Formação continuada de professores: propostas e contribuições para os anos iniciais do ensino fundamental no início do século XXI

Abstract

The study aims at describing the historical process of implementation of initial and continuing training in Brazil, parallel to the division of periods mentioned by Saviani (2009), the standardization of courses stemming from legislative processes and educational reforms. The text then makes a reference to the main proposals for continuing education (PROFA, PROINFATIL, PNAIC, among others) offered by public educational policies to the teachers of the initial years of elementary education in the country since the beginning of the 21st century and their contributions to With the teaching profile. The concepts of formation and different conceptions of teacher knowledge are also described in an attempt to understand the contributions of continuing education programs to pedagogical practice. The text seeks as an investigative problem to identify the contributions of these proposals for continuing education to the profile and the knowledge of teachers in the initial years of basic education. The research is documental and bibliographic based on laws (LDB, DCN, national reforms and decrees), texts, articles, dissertations, theses and publications of several authors (GATTI, 2012; SAVIANI, 2009; NÒVOA, 1991; TARDIF, 1999 , 2011, SHULMAN, 2005, PIMENTA, 1999, 2005, DOURADO, 2015, among others) and governmental proposals related to the theme. The work of revision and systematization of reading is valuable and essential, because through it a reflection of the teaching practice arises. It is developed by a methodology of description, understanding and analysis considered through the readings and interpretations that aim to answer the following question: how do the proposals for continuing education contribute to the profile and the teaching practice? Thus, it aims to understand how the programs of continuing education proposed by the national public policies contribute to the teaching activity in the 21st century. The result is based on the positive points coming from these proposals for the teaching practice and, consequently, the points that lack improvement related to these actions. For this result a description of the aspects that characterize the formation and the profile of the teacher of this stage of education was made. It was concluded that the proposals for continuing education promoted by the government of this new century are dedicated to the contribution of the enrichment of pedagogical actions in the classroom, at the same time, it is still necessary to dedicate themselves to the intermediary of scientific theoretical knowledge to these teachers. Still, it is worth emphasizing that, through the historical analysis described, the proposals for continuing education established by the government since the beginning of the XXI century, even if slowly, has made possible the development of knowledge and teaching action.