Agreements and disagreements in the process of continued teacher training in public elementary schools

Abstract

This article originated from a research carried in the years 2006 and 2007 in four schools of Basic Education of Santa Maria- RS. Our purpose was understand how the roles assumed and performed by professionals who organize, perform and participate of Continued Formation in EEB may represent possibilities or limitations for these processes are linked to the institutional development of schools. We use collected information focus groups with teachers participating in the formative processes and individual interviews with the responsible professionals for organization and conduction of the continued formation of teachers in service and with professionals guests to conduct meetings in the formative role of professional formers. As theoretical and conceptual contributions to this research, we used studies of authors such as Canário (1995), Barroso (1997), Candau (2004), Pereira (2000), Gama (2007), Terrazzan (2007), that despite their conceptual differences, approach the idea that teacher education, especially the continued formation, focuses on school.