A construção de espaços de formação continuada de professores da Educação de Jovens e Adultos.

Abstract

This critical reflective report describes and analyzes an intervention carried out in a municipal school of Youth and Adult Education in the city of Alegrete, which aimed to provide a space for dialogue and continuing education with their teachers. The subjects of this project are seven teachers working in basic education, six of which teach in the final years and one in early years. The methodology is structured in the intervention method, in which we describe the intervention context and participant subjects; and the intervention's evaluation method, which emphasizes the analysis of indicators geared to the effects of the actions. The evaluation was carried out through the use of a closed questionnaire applied at the end of meetings held, as well as textual productions by participating teachers about their learning. To conduct this research, of interventional qualitative nature, it was necessary to diagnose the insertion context, which included semi-structured interviews, focus groups and theoretical and documental review. From the analysis of this information, it was possible to draw an action plan, which was systematically examined and redesigned based on the participants' evaluation of each meeting. The information analysis that emerged from the diagnosis and evaluation was carried out by discursive textual analysis method of Roque Moraes. Based on these intervention analytical tools we can state that some factors were important to the formation of the group, such as non-routine routine actions, the study of relevant topics for those faculty members and integration of theory and school practice. These results were perceived by the growing involvement of subjects in the discussions, practical activities proposed in the meetings, as well as the desire to keep having meetings, expressed by some participants. It was also possible to detect challenges in the formation of the group, such as the interference of external participants in the meetings, the constant silence of some participants and sustaining teachers' motivation for the proposed work.