O planejamento por área do conhecimento da rede pública estadual do Espírito Santo : espaço-tempo de formação continuada de professores?

Abstract

This research aims to investigate how Human Sciences areas planning become space-time of continuing education for teachers specialised in the area of History in Nova Venecia Region. To achieve this objective, the research approach was focused on the case study of a Public High School. As data collection methods were used semi-structured interview and participant observation. As research subjects were taken as a sample a History teacher from a High School and also three teachers from different disciplines such as geography, sociology and philosophy who participated in weekly meetings divided by area of knowledge. For data analysis was used the Discursive Textual Analysis (MORAES, 2003) based on six emerging categories: The organization of space-time in the planning by knowledge area; the organization of physical space in planning by knowledge area; the limits and possibilities in the planning by knowledge area; the curriculum and planning; the teaching activities facing external issues and the bureaucracy; High School teachers training - National Pact for the Educational Empowerment. The theoretical research was based on the contribution of Continuing Education Conception addressed by Nóvoa (2002, 2008, 2009, 2011) and Imbernón (2011) permeated by the concept of professionalism and curriculum in Sacristán (2008). The results of this investigation show that space-time on planning by area of knowledge implemented on Espirito Santo Public Schools can contribute to the teachers continuing education used for exchanging knowledge and sharing experiences. In addition, teachers strengthen this moment through dialogues about curriculum, interdisciplinary projects, students behavior and other issues that permeate teaching. There is a collective work done in the School Routine.