O HORÁRIO DE FORMAÇÃO CONTINUADA EM SERVIÇO E O PAPEL DA COORDENAÇÃO PEDAGÓGICA

Abstract

ABSTRACT

The present research aims to analyze the Continuing In-Service Training Schedule (HFCS), as of 2013, and to understand the role of pedagogical coordination in this space. In this sense, the problematization of the investigation asks how the process of implantation and implementation of the HFCS took place; whether it favors a process of permanent construction of knowledge and professional development; what are its effects on teacher training and what is the role of pedagogical coordination in these processes? For this purpose, six public schools in the city of Andradina/SP were chosen as the locus, in which semi-structured interviews with the pedagogical coordinators were carried out - through qualitative research, based on the dialectical method, anchored in content and document analysis. For a better understanding of this process, the investigation was based on authors such as: Domingues (2009), Teixeira (2020), Imbernón (2009), Saviani (2009), Bardin (2016) and legislation relevant to the subject. The results demonstrate that the Time for Continuing Education in Service has been characterized by the instrumentalization of teacher education and in-service training. This schedule, exercised under the aegis of supervision, inspection and control, fails to fulfill its main objective, which is to improve teaching practice through the continuing education of teachers. It is hoped, therefore, that this work will collaborate with the necessary improvements to the Continuing In-Service Training Schedule and revive relevant discussions on the role of pedagogical coordination in teacher training.

Keywords: Pedagogical Coordination; Continuing In-Service Training Schedule; Teacher training.