Impacto de la formación permanente en la práctica educativaestudio de casos

Résumé

This investigation is about the impact of PROFA’s continued education in the teachers’ educational practice, implanted in São Luís – MA in 2001. The study analyzed and evaluated the content, methodology and ideological conception of this training program and the problems that occurred in the educational practice, as well as to comprehend how that practice relates to its supposed tutors. One of the main goals was to understand how this practice interacts with the theoretical practitioners of it. Also under evaluation was the way in which the educational practice responds to the challenge of change in the literacy paradigm for the development of students who can read and write. In that sense, a theoretical framework was constructed with basis on the principles of permanent training of teachers as well as literacy teachers and the processes of reading and writing. In this context it was possible to highlight inconsistencies in the training process and teaching-learning process that showed the need to break the prevailing dichotomy view between theory and practice. The sources through which the theme is approached are also analyzed within the recommendations of the evaluative-like qualitative paradigm of the case study kind. The purpose was to address in depth the effects of a training program in a context of a particular educational practice in the city of San Luís. That study showed that teacher development is not usually based on a solidified view that aims at showing the reality, the material and operational conditions, the needs of students and teachers, the teaching professionalism and still the school as a privileged place for development, in perspectives of critical-reflexive thinking and sustainability of the teaching practice. By referring to primary and secondary sources, there was a finding that PROFA was thought and organized according to the latest theories that deal with the building up of knowledge and the teaching-learning process in literacy. The main questions were to identify the impacts produced by PROFA on the educational practice and whether it caused an impact that was transforming enough to bring it to the everyday practice. In that perspective, the formal space of the classroom in the elementary school was observed, the dynamics of the interpersonal relationships in that context were analyzed and in-depth interviews were carried out in order to know what those actors think and interpret about their practice and their guided evaluation of continued education. Therefore, this study pointed towards a complex and contradictory picture of the teaching practice, which is characteristic of both the period of teacher development and the process itself of structuring the educational practice in the new paradigm of literacy.