Formação continuada de professores pela metodologia dos grupos de estudo: uma possibilidade de formação descentralizada.

Abstract

The continuous formation of teachers is part of the professional practice and is the means that updates the knowledge or fills gaps in initial formation. Is a space for reflections, the pursuit of knowledge, of questions, but also serves to consolidate ideologies and conceptions of State or Government to take advantage of this moment to impose the way you think and organize themselves with continued closed formations and undemocratic. The research analyzed the methodology of the study groups, as decentralized strategy of continuing training for teachers of early childhood education in municipal Xaxim (SC), seeking to identify their contributions to the classification of these education professionals. For this, the continuous formation of teachers contextualized and its relations with the ideological partner project, analyzed the continuing education of teachers in the town of Xaxim, from the decades of 80 of the 20th century, until the year of 2012, and the contributions of the continuing training by study groups for the ongoing training of teachers of early childhood education, until 2017. Filed Stricto Sensu searches in Santa Catarina of 2005 to 2016 that approached the search object. Used qualitative research, with the case study approach to data collection, held by the document analysis, observation and interviews. Described the history of continuing education of Teachers in the context of the research, presented the methodology of the study groups (GE) and its legal as a means of effective participation and involvement of the subject in the training process that brings the context of school, your questions, your reality to the formation and signifies a change in the Organization of the FCP. He spoke with researchers such as Contreras (2002) Canário (2000), Candau (1996), Charlot (2013), Giovanni (2003), Gatti and Barretto (2009), Marin (1995), Ramos (2011), RomanoWski (2010), Freire (1994), and Identified in this organization of continuing education of teachers a means of protagonising the participation of teachers.