The continuous training of teachers educational pedagogues from Paraná from the municipality of Almirante Tamandaré with a view to their professional development

Abstract

This article is part of one of the categories of analysis of a doctoral thesis entitled: The formation and identity of the pedagogue teacher of the state network of Paraná: implications for professional development in the context of contemporary basic school. Its objective is to analyze the continuing education activities offered to pedagogical teachers from state schools located in the municipality of Almirante Tamandaré, to identify how they contribute to their performance and professional development in basic education. To conceptualize and analyze continuing education and professional development of the pedagogue, it relied on Marcelo Garcia (1999, 2009), André (2010), Nóvoa (2008), Imbernón (2002, 2010) and Fiorentini (2013). To discuss the role of the school pedagogue in the educational units, the contributions of Libâneo (2006 and 2010), Franco (2003) and Placco and Souza (2008) were used. The methodological approach chosen was qualitative research and the data collection techniques used were: questionnaires applied to pedagogical teachers who work in state schools in the municipality of Almirante Tamandaré - PR, semi-structured interviews, participant observation of courses for pedagogical teachers and analysis documentary. Thus, it was verified that the training meetings made available by SEED-PR and committed to professional development should promote listening to pedagogical teachers for planning the course, taking into account their specific professional needs, and investing in studies, research groups and professional communication networks, based on local and contextual interests and needs, which lead to encouragement and investment in study and research.