Os sentidos das experiências compartilhadas pelas professoras em processos de formação continuada na rede municipal de ensino de Marilândia-Espírito Santo

Abstract

This investigates the relationship between the teachers continued education and practice of the shared experiences built on teacher performance in the initial years of the primary school at one of the Municipal Schools of Marilândia–ES. Question based on the narratives of five teachers as shared experiences in the processes of the continual education of teachers in the initial years of primary school in the Municipal School of Marilândia, are experienced and perceived by them and what meanings are produced about continuing education. Assume the prospect of a continual education process throughout life developed from the collective networks and the sharing of experiences in the day to day school work and the lives of the teachers. In the face of this complexity, the character of the qualitative research method and methodological approach anchored in the narrative biographical research itself has, like investigative procedures, biographical interviews directed to the construction of oral and written narratives, participant observation of the subjects of the study instituted in formative moments, the analysis of documentation from the Marilândia Municipal Department of Education and school and a questionnaire for data on the formation profile of the study subjects. The definition of the methodological trajectory in this study was inspired by Benjamin and Larrosa and in the field of teacher education support in benchmarks by Nóvoa, Souza, Freire and Giroux. The results indicate a variety of meanings to the continual education of teachers from more institutionalized forms and even less formal initiatives, lived through the sharing of experiences and formative processes themselves that contribute to personal and professional development of the Teacher and the organization of the school, with the nearest mode of pedagogical work in the school and in the classroom. This points out the necessity of valuing the experiences of teachers and investment in the study of practice. Consider the existence between the teachers, a shared responsiveness over the formation of others and forming itself as a collective instituting school. This affirms that the potentiality of the biographical narrative research itself as a methodological option allows the interweaving of investigative and formative movements.