Formação continuada de professores iniciantes na rede municipal de Ponta Grossa: considerações acerca de suas contribuições.

Abstract

The object of this study is the teacher training promoted by the Municipal Department of Education (SME) of Ponta Grossa/PR for beginning teachers, considering the specifics of the teaching initiation period. The research has a qualitative approach and seeks to answer the following guiding question: What are the contributions of the continuing education of teachers promoted by the Municipal Department of Education of Ponta Grossa/PR for beginning teachers? The general aim of the research is to analyze the contributions of the continuing education of teachers promoted by the Municipal Department of Education of Ponta Grossa/PR for beginning teachers. To this end, we outlined as specific objectives: identify the initiatives aimed at the continuing education of teachers promoted by the Municipal Education Department of Ponta Grossa/PR for beginning teachers; verify which elements of the continuing education of teachers promoted by the Municipal Department of Education of Ponta Grossa/PR favor the pedagogical practice of the beginning teachers. The epistemological assumptions of the research are based on the understanding of theory as an expression of practice, as indicated by Martins (1996), taking into account, also, the concept of experience presented by Thompson (1981). The theoretical framework was developed from the studies of authors such as Marcelo García (1999, 2012), Imbernón (1998, 2010) and Romanowski (2005, 2012, 2013, 2015). We conducted the research with fifteen teachers from the Municipal Education System, who teach first grade students in the year of 2019, counting also with the participation of two Pedagogical and Teaching Management Supervisors from the Municipal Education Department of Ponta Grossa/PR. They contributed to the elucidation of continuing education linked to the Municipal Department of Education. The participating teachers were located in 12 schools in the city of Ponta Grossa/PR. We collected data through an open questionnaire and semi-structured interviews, and analyzed it according to the theoretical methodological assumptions of content analysis (BARDIN, 1977). We organized the data into categories and subcategories that emerged from them. The research showed that there are both weak and positive points in relation to the training promoted by the SME, for beginning teachers. The research contributes to the favoring/knowledge of practices related to teaching methodologies; promotes interaction/socialization of practices among teachers; and contributes to teachers' learning and offers initial guidance that minimize questions of beginning teachers. However, most of the training is not specifically aimed at beginning teachers, therefore, we pointed out some weaknesses. We believe in the importance of offering training moments specifically for beginning teachers, through differentiated monitoring, which aim to soften the impacts caused by the initiation phase and substantially favor the learning of these teachers.