A formação continuada docente em Juiz de Fora ; construindo a "Escola do Caminho Novo" ?

• Ano de defesa: 2007
• Autor(a) principal: Oliveira, Luciana Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Educação; Educação
• Palavras-chave em Português: Formação de professor; Educação permanente; Escola; Formação docente; Formação Continuada; Escola democrática; Escola do Caminho Novo; Centro de Formação do Professor; Brasil; Teacher development centre; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://app.uff.br/riuff/handle/1/17598

The present work was aimed at analysing whether the formation process, as developed by the Centro de Formação do Professor - a Teacher Development Centre - and in accordance with the view of some of the school players, contributed to the construction of the Escola do Caminho Novo , a concept which meant assuring qualified education to all people. In order to do so, qualitative research was carried out, comprising the analysis of official documents from the Municipal Secretariat of Education and semi-structured interviews with the people involved in the process. Data analysis suggests that teachers' discussion should focus on how the teachers' continued formation activities are organized rather than where they are organized. Contrary to the literature found on the subject, which relies on a classical model of formation happening outside the school environment and which little contributes to significant changes in the school context, the interviewed teachers agreed that the meetings at the Centro de Formação do Professor translated into moments of reflexion and action, making it possible for them to improve the teaching-learning process. The data also revealed that, despite the fact that such opportunity was not offered to all the teaching staff, the Centro de formação do Professor represented an enabling proposal for some teachers to pave a new way in their classroom, even though the fulfilment of the Escola do Caminho Novo as a proposal for the municipal teaching system is still a challenge.