Necessidades formativas de professores do ensino fundamental II: Contribuições para a formação contínua em escolas estaduais de Itumbiara-GO

Abstract

This study was carried out in the scope of the Line of Research Educational Knowledge and Practices, in the Mastership Program of Federal University of Uberlândia, Minas Gerais, Brazil. It was motivated by living experiences in the field of teaching formation as well as from the desire of to elicit a reflexive practice of education action in a school setting. The research raises as a problem the contradictions existing between the teachers’ training needs and the formative actions developed with and for them, having as object of study the needs of the teachers who work in Elementary School II of public schools’ system in Itumbiara, Goiás State, Brazil. We intended to implement an interlocution with the formative actions developed in the school setting and to investigate the perception of the teaching staff on this continuous formation, in order to analyze and comprehend what the teacher’s needs are and the interrelation between them and the proposals and formative actions done at the school environment, either by the school or the State Education Department. Besides, it is a research that pursues to know these workers’ profiles, their professional and formative journey thus comprehending the aspects that may interfere direct or indirectly on the success obtained by this continuous formation. The research follows methodologic paths being based on the principles of an exploratory search of a qualitative approach, using a questionnaire and letters (from mail) as resources for data raising that is held on this study. It is an investigation that aims to present the concepts towards teachers’ formation, as well as explore the conceptions about formative needs, having as ground the ideas by Rodrigues and Esteves (1993), Rodrigues (2006) and Di Giorgi et al. (2011), among others. They are references that help us on the exploration of the concept here being studied, and also on the analysis of the needs with the objective of getting strategies of a better continuous formation planning in educational contexts. We also got as subsides the ideas by Pimenta and Ghedin (2010), Pimenta (2012) and Freire (1996) towards reflexive practice in the career of magister professionals. Concerning the analysis of the data gathered, we marked out on Bardin’s propositions (2011) and Barbosa Franco’s (2018), developing an analysis by triangulation as proposed by Minavo, Souza and Assis (2010), one that was guided by a reflexive-critic perspective of the information raised with the teachers, following the theorical references used throughout this work. The information and data showed that the teaching professionals present some difficulty in reflecting about the didactic-pedagogical practice being done on a regular basis and in noticing the gaps or needs towards the teaching job. However, it has been identified the importance and the indispensability of this continuous formation in order to improve the personal and institutional cognitive performance affecting then their own professional development. The data also pointed that the teaching staff claim to have the desire to attend formative actions though expecting that they are more coherent to their daily faced practice and to their real needs, besides their consideration of relevance this excessive work labor and schools’ daily duties, that is, the working conditions and professional awarding that are matters linked to the continuous formation process in school contexts.