Um olhar crítico-reflexivo sobre a formação continuada de professores de Educação Física da rede municipal de ensino de Santa Maria (RS) ; A reflexive-critical look on the ongoing studies of P.E. teachers of the municipal schools in Santa Maria (RS)

This study aimed at analyzing the models of formation and the strategies and/or institutional and individual activities to which P.E. teachers are submitted in the last years of Middle School in the Municipal schools of Santa Maria (RS). The qualitative research with a phenomenological target made it possible to identify the perceptions of the teachers about these ongoing studies programs. The participants were: 10 teachers, 2 coordinators of SMEd, 3 pedagogical coordinators and 5 P. E. teachers. These were subdivided into 3 schools, being one in the urban area, another in the surrounding area of the city and the third one in the rural area. In each school, the pedagogical coordinator and 2 teachers participated, being 3 in the stages of professional cycle of life put by Huberman (1992) as initiation and diversification, and other 2 in the stage called serenity or withdrawing. According to the analyses, the institutional models of schools and SMEd observed by the political-pedagogical projects and by the school education programs are in the reflexive interactive form characterized by Demailly (1995), but when put into practice they approach the contractual and school configurations. The pedagogical coodinators and the SMEd advisers speeches also show similar results. Comparing the strategies and concepts of formation reported by the school teachers and by the SMEd teachers to the models described by Pérez Gómez (2000), it is possible to see that, in the discourse, the activities are led to the perspective of reflection in practice aiming at social reconstruction. However, when these formation strategies are put into practice, this formation style is strongly characterized by courses and seminars that to some extent update the teacher, but do not offer the room to reflection. Concerning the P.E teachers formation strategies, they are predominantly individual and with the technical and practical focus put by Pérez Gómez (2000). The importance of the debate regarding the programs or models of ongoing studies is ...