Cotidiano e formação continuada de professores: a perspectiva dos supervisores escolares de uma rede municipal de ensino

Abstract

Our goal is to understand how the supervisors of a municipal school system conceive of the work of continuing in-service education. We apply contributions from the field of studies on everyday school life to support our discussion, seeking to create the necessary articulation between theory and practice. We advocate the potential of everyday school life as a strategy to qualify and redirect training practices in the school environment. Our starting point is that the actions produced in this “spacetime” contribute to the construction of teacher identities and to the effective qualification of educational practices, while also maximizing the benefit of continuing in-service education. Drawing on the narratives produced by the school supervisors, the provisional and incomplete nature of planning and of time to think about one’s actions is emphasized. The classical structures of curriculum organization that limit the possibilities for breaking out of everyday life, understood as mere repetition, are challenges for establishing the school as a formative and self-formative space.