Formação continuada de professores em serviço: implicações no processo do desenvolvimento profissional ; Continued teacher training in service: implications in the process of professional development

This dissertation, which is part of the research line LP2 Pedagogical Management and Educational Contexts of the Post-Graduate Program in Public Policies and Educational Management, Professional Master's, Federal University of Santa Maria. The objective of this study was to understand the processes of continuing teacher training in the Marieta D'Ambrósio State School of Education in Santa Maria / RS, as well as the aspects that characterize it in planning and implementation. Subsequently to signal parameters in the elaboration of formative processes with a view to the orientation and the accompaniment of the teachers involved. We understand that understanding the ongoing training processes of in-service teachers requires an opportunity to share experiences and knowledge in a collaborative way. To that end, we sought answers to the problem: How did the processes of continuous teacher training in service developed at the school impact on the professional development of teachers? This qualitative study sought to understand how the school organizes the formative processes carried out in the school space; the challenges that the school and teachers face in the realization and implementation of continuing education; that relations can be established between the processes of in-service teacher education and the Pedagogical Political Project, and that actions can make a proposal of school organization based on the demands evidenced in the research. As instruments of information collection were used semi-structured interviews directed to four members of the directive / pedagogical coordination team and eight teachers. The interviews were developed according to the stages of the Bardin Content Analysis, with three categories in the first question: participation in the planning of continuing education in the school; organization of teacher training activities and as provided for in the Pedagogical Political Project; evaluation of teacher involvement in the formative actions organized by the school. For the second question ...