Formação continuada de professores e professoras: uma construção coletiva das escolas do campo de Itapejara D’Oeste, PR- 2017-2022

Abstract

This study is linked to the line of research Society, Knowledge and Education of the Post-Graduate Program in Education - Master’s Degree - of the Western Paraná State University - Unioeste, campus of Francisco Beltrão and also to the studies carried out in the Research Group and Studies in Human Formation, Education and Social Movements (GEFHEMP) of the same institution. With theoretical support of the method of historical-dialectical materialism, this research aims to analyze the process of continued education of teachers from field schools in the county of Itapejara D´Oeste – PR, participants in the Unioeste extension project, in partnership with Assesoar - 2017-2022. From a qualitative approach, through semi-structured interviews with the members of the continued education of field schools in the county, in addition to a bibliographic and documentary study, we sought to understand the potential and limits of this continued education and how much it was or was not able to strengthen field schools in the face of threats of closure that have occurred in recent years, as well as in the formation of teachers in order to carry out a work based on the foundations, conceptions and formative matrices of Field Education. As a result, potentialities involving the strengthening of schools against the threats of closure were pointed out, a greater approximation of teachers with the school and with the Field Education Modality, a formation that awakened a reflexive process in teachers, becoming active participants in a formation process that wasbuilt collectively, qualitatively focusing on the subjective construction of its participants, with the support of entities that defend Field Education for a long time, thus overcoming the traditional models of continued education that arrive ready to schools. Some determinations that limit the process were also identified as the high turnover of teachers in schools, the lack of time to dedicate to formation, the struggle in defense of schools, among others.