A formação continuada e suas contribuições para a docência a partir da percepção das professoras dos anos iniciais da rede municipal de ensino de Ponta Grossa/Pr.

Abstract

This paper presents an analysis of continuing education in elementary school teachers' perception in municipal schools in Ponta Grossa City/PR. The investigation showed the following problem: How does continuing education contributes to teaching professionals? The research objectives were: a) analyze the continuing education contributions to teaching professionals, considering the historical, economic and social factors that underlie the construction of the teacher; b) Indicate the mean reasons that conduct early years elementary school teachers to search for continuing education; c) evidence, in perception of early years teachers the importance of continuing education for pedagogical practice; d) Indicate the relationship between theory and practice that its causes continuous preparation in pedagogical practice. Were used as theoretical the contributions of Imbernón (2009; 2010), Gimeno Sacristán, (1998; 1999), Nóvoa, (1995; 1999), Bourdieu (1991),Charlot (2006), Gauthier (1998), Marcelo Garcia (1992; 1999), Romanowski (2007), Romanowski and Martins (2010). The methodology privileged the qualitative approach. Information collection was conducted through a questionnaire answered by 27 teachers, semistructured interviews with five of these teachers and documentary analysis of Political Pedagogical Project Political documentary of five Basic education from municipal schools from Ponta Grossa city/PR, involved in the research.The data were organized according to content analysis, according Bardin (2011), and analyzed through the data triangulation proposed by Triviños (2008). The results of the research indicate that the continuing education, show contributions to the teachers pedagogical practices, however evidence the needs of a significant formation regarding to the school reality. They believe that the theory is unliked of the practices in classroom. Attach great value to school as locus of formation to promote reflection among peers. However, evident dissatisfaction to the way the teachers are selected by school and difficulties in perform this formations. They looking for continuing education as a condition for career advancement.