A FORMAÇÃO CONTINUADA DOS PROFESSORES DO PROJOVEM URBANO: uma discussão necessária

Abstract

This dissertation is part of the research line "School, curriculum, Training and teaching job" from the Federal University of Maranhão. This paper discusses the continuing training of teachers of Urban Land program. In this sense, the present study aims to analyze the abovementioned training, unveiling the pedagogical concepts and their possible implications for the pedagogical practice in teachers ' perspective. In this study we have adopted the methodology of qualitative research, because we believe that investigated actions can be best understood when observed in its natural environment. Techniques for data collection were: observation in the field, and semi-structured interviews. The data collected relate to three categories of analysis, namely: design of ongoing formation, conception and design of educational practice of teaching and learning. Field observation was held in November 2009 to April 2010. Seven teachers participated in the interviews of Core 4, the coordinating education and pedagogical direction of Urban Land in São Luís-MA and a trainer's FOUNDING, a total of 10 subjects. To examine questions raised by the study, we selected as main theoretical referential: Contreras(2002), Gadotti (1985, 2000), Giroux (1997), Imbernón( 2004,2009), Libâneo(1985,1997,2003), Nóvoa(1992,1995,1997), Saviani(1985,1991,2004), Pimenta (1995,2000,2002), Tardiff (2005,2008), among others. When addressing the training of teachers, first draw your historic setting in Brazil in the 1970s to the 1990s; we discuss the models of training for teachers in Brazil, highlighting ideas and trends, discussing some elements that characterize. Then treat Urban Land program as a public policy and as national youth policy, we drew excursus that the Program and the continuing training of teachers who work in São Luís-MA. The results of this survey showed that participants in the survey realized changes during their trajectories in the process of continuing training offered by Urban Land. We emphasize that the theoretical-methodological worked in training has incurred for the teachers as enriching understanding about the educational proposal of ProJovem, besides stimulating the venture in professional qualification, which is reflected in the improvement of their educational practices and therefore on student s' learning, although some limits even demonstrate in everyday classroom.