A formação continuada de professores na escola: possibilidades para o enfrentamento à violência em instituições de ensino médio no Maranhão

Abstract

The research entitled, “CONTINUED TRAINING OF TEACHERS AT SCHOOL: possibilities for confronting violence in high school institutions in Maranhão”, prepared within the scope of the Professional Master’s Degree (UFMA/PPGEEB), starts from the following problematizing question: what knowledge/knowledge relating to combating violence in secondary education institutions can constitute a theoretical and methodological basis to promote the process of continuing teacher training at this stage of basic education? Starting from this problematization, this study aims to understand that knowledge related to confronting violence in secondary education institutions is necessary to establish a theoretical and methodological basis to encourage the process of continuing teacher training, with a view to developing of a guide of didactic-pedagogical guidelines, for organizing training work in the context of a secondary education institution in Paço do Lumiar - MA. Therefore, the main bibliographic references were: Abromovay (2002; 2006; 2009), Camacho (2001), Bourdieu (1998; 2006), Imbernón (2011), Nóvoa (1992), among others. The elucidated objectives follow a methodological path organized as follows: it is an applied research of a qualitative nature, which in its objectives is considered exploratory. Its procedures are based on elements systematized in some assumptions of pedagogical intervention; Data analysis and interpretation took place through charts and tables in which the central categories that guided this process are: Violence at school; Confronting Violence, Secondary Education, Teacher Training. The research results obtained with the construction of the theoretical sections indicate that the issue of violence in the school context is a reality in Brazil, and therefore needs to be studied and problematized, in order to understand its constituent bases, and at the same time, the possibilities for coping. We found that the school cannot solve the problem in isolation, but it can contribute to the construction of possible coping paths. In this scenario, teacher training presents itself as one of the possibilities that can contribute to tackling this problem. Based on this verification, we propose a Guide of Theoretical-Methodological Guidelines, developed through interventions carried out at school by research collaborators, to contribute to teachers and management in the organization of Projects, activities and partnerships in search of combating violence in schools and search for a culture of peace.