A FORMAÇÃO CONTINUADA DE PROFESSORES DE 1ª A 4ª SÉRIE DO ENSINO FUNDAMENTAL, EM CASTANHAL-PARÁ: continuidade ou descontinuidade?

Abstract

The changes in the job market, the advance of science, technology, among several factors, provoked significant changes in last decades on conceptions of State and education and consequently influenced in the initial and continuous formation of most workers. The continuous formation in service became the biggest urgency of moment because the job market has become more demanding and competitive, requiring, for this reason, new competences and skills from experts. In camp of education, as a sort of job market, was not different. The school incorporated new functions and won new challenges. That s way, the initial and continuous formation of teachers became target for discussions in local, national and even international levels. In Brazil, the initial formation courses for teachers have gotten national curriculums and was created the National System for Continuous Formation of teachers for basic education. In Castanhal, Pará, where this research was developed, the continuous formations which has been done by municipal net of teaching for teachers of initial levels of Elementary school teachers shows only characteristics from the Demailly (1997) School model and classic s shaped by Candau (1998). Sometimes the content of this kind of formation goes toward the real teachers and schools necessities. In fact, the results of that formation of teachers professionalizing process touch only the aspect of professional formation. While the teaching high levels approval, disapproval, evasion and distortion showed that, if there was any contribution to the continuos teachers formation to improve those itens from teaching, this contribution was limited.