Fatores que interferem no processo de formação continuada de professores

Abstract

The research is part of the studies conducted in the Specialization course in Educational Management, Center of Education, Universidade Federal de Santa Maria, in the years 2018 and 2019. It discusses the theme of continuing education and the relationship with the Democratic school management. As a general objective, it was intended to identify which factors interfere in the continuing education of teachers. The specific objectives aimed at understanding the importance of continuing education and analyzing the role of school management in this process. The research is characterized as a Case Study of qualitative character. Questionnaires and semi-structured interviews were used as data collection instruments, both performed with members of the policy team and the faculty of a school in the municipal network of Santa Maria/RS. From the results, it was evidenced the little time that teachers have for participation in continuous training spaces; the distance between what is offered and what is actually presented as a formative necessity to the teachers; submission to a training project offered from "top to bottom"; the lack of participation and autonomy to decide the own space/formative time, among others. It concludes by the necessary redemption of the assumptions of democratic management, including in educational legislation, so that it is possible to create outputs supported collectively in coping with the problems in favor of the decentralization of power. The continuing education, in this context, presents itself as an important moment of construction of alternatives, enabling dialogue among actors of the educational process, which can help teachers in discovering new ways to overcome the obstacles of the educational context.