Continuing Training: Teaching perceptions on Contributions to Continuous Formative Processes

Abstract

This study analyzed the perception of teachers about the contributions of continuous training processes in their pedagogical practices, in a state school in Santa Maria - RS. A group of researchers has been part of the institution since 2011, in which it carries out continuous training processes, starting from different themes according to the school demand. When analyzing this process together, 20 representatives of the faculty were present in a semi-structured interview, which included questions about the training processes and their pedagogical practices. To assess the responses, Content Analysis was used, with categories emerging according to the frequency of what was exposed by the teachers. The results demonstrated substantial changes in pedagogical practices, as they enabled the articulation of collective work through dialogicity, interdisciplinarity and joint planning, resulting in a reflective pedagogical practice, and also a greater involvement of students in the proposals developed. Above all, there was the contextualization of significant situations related to the community with specific knowledge, as well as being approached and worked on in the training. Finally, it was observed that the commitment of the research group, together with the teachers, favored the use of new proposals and methodological strategies, as well as the consolidation of the school-university relationship over the years.