A formação continuada de professores de um município paulista segundo orientadores pedagógicos

Abstract

This paper discusses the principles of continuing teachers education of the final years of the Elementary School from a municipal education network in the countryside of Sao Paulo from 2010 to 2014. It was identified perspectives on how the continuing teacher education should be according to documents from the Municipal Department of Education and the educational practices of pedagogical counselors. This is a study based on a qualitative research approach. The method included documents and semi-structured interviews analysis with five pedagogical coordinators and two educational counselors responsible for the continuing education programs in the city. The results show that the educational network has chosen an antagonistic program model: pragmatic and neoliberal. There are broken dialogues between schools and the Municipal Education Department, due to the teachers’ environment conditions, blocking a consolidation of a continuing teacher education policy in the city.