Encontro sobre o Poder Escolar como formação de professores: compreensões a partir de suas idealizadoras.

Abstract

This research aimed primarely to understand the conceptions of the idealizers of the event entitled “Encontro sobre o Poder Escolar” in relation to teachers’ education. It also aimed to perceive which other understandings the event idealizers had about the theme in order to think about an event that was able to bring together teachers from elementary schools to discuss their practices and improve their knowledge. This event occurs in Pelotas, in the south of Rio Grande do Sul and is organized through experience discussion boards, conferences and cultural activities. The theoretical framework was based on the studies of Nóvoa (1988, 1995, 1999, 2003 2009, 2011, 2013), García (1999), Imbernón (2010), Freire (1980, 2014), among others. The teachers interviewed revealed that their understanding of teachers’ education is based on the conception of teachers’ training as a continuous process, a set of movements and moments of reflection about their practices, is their presence at school during the discussions of the actions and the management. We noticed the presence, in the teachers’ speeches, of the perspective that the “Encontro sobre o Poder Escolar” was innovative in the region and for this to happen, they were motivated to make it a way of empowerment for schools and teachers. It is possible to infer that the understanding that support the creation of events that add knowledge to elementary schools’ teachers need to create formative environments that consider teachers’ prior knowledge of their profession, and that inspire them to seek for their self-training at all times, prioritizing democratic management and the appreciation of education professionals.