Continued education in service: metatext of the memories of teachers of elementary education in final phase of career

Authors

  • Simone Genske Furb
  • Rita Buzzi Rausch Furb

DOI:

https://doi.org/10.18316/recc.v23i2.4577

Keywords:

Continued Education in Service, Metatext, Teacher Education, Teachers in Final Phase of Career, Experienced Teacher.

Abstract

This article aims to communicate part of the results of a research that aimed to unveil the memories of teachers in the final stage of the career of the Blumenau Municipal Education Departament (SC) on continued education in service experienced in their teaching careers. A qualitative, socio-historical research was developed, based on Gatti and Barretto (2009), Davis, Nunes and Almeida (2011), Nóvoa (2009; 2013) and Imbernón (2010;

2011). The data were generated through personal letters and complement technique. The method of analysis used was Discursive Textual Analysis. The research involved 14 teachers in the final phase of the career of the Blumenau Municipal Education Department (SC). The results indicated the following positive marks: different educative modalities; relevance of the Magisterium course at the High School; federal government courses; educators of the teaching department and external professionals; educative formations during working hours; formations by specific areas of knowledge and smaller groups; monthly or biweekly formative meetings; common educative space; exchange of experiences; partnership between experienced and novice teacher; protagonism of the teacher; balance between theory and practice; educative formations in school and analysis of problematic situations. Regarding the negative marks, the data revealed: problems with the efficiency and quality of the continued formation offered by the SEMED professionals; lack of innovative and attractive formation; occasional practices, absence or discontinuity in formations; little time available for the educative formation; lack of reception during the period of professional integration; absence of collaborative work; ease, teacher disinterest in formations; discontinuation of effective educational policies; teachers’ opinions are not heard and too much theory far from practice. It is recommended to listen to the teachers in the final stage of the career and to carry out a diagnosis of their formation needs in order to elaborate a policy of continuous education.

Author Biography

Simone Genske, Furb

Mestre em Educação pela FURB. Integrante do Grupo de Pesquisa Formação de Professores e Práticas Educativas (GPFORPE) da linha de pesquisa Formação de Professores, Políticas Educacionais e Práticas Educativas. Especialista em Língua e Gramática: Estudos Linguísticos e Literários pela UNERJ (2004). Especialista em Pedagogia Gestora com Ênfase em Administração, Supervisão e Orientação Escolar pela ACE (2007). Especialista em Gestão Pública Escolar e Educação com Qualidade pela FACISA (2009). Graduada em Letras pela FURB (2002). Atualmente é coordenadora pedagógica da Rede Municipal de Ensino de Blumenau. Tem experiência na área de Letras com ênfase em Língua Portuguesa, gramática, gêneros textuais, assim como em Educação, atuando principalmente nos seguintes temas: formação de professores, formação continuada em serviço, ensino e aprendizagem, planejamento, gestão escolar.

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Published

2018-10-02

Issue

Vol. 23 No. 2 (2018)

Section

Dossiê

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