Necessidades Formativas dos Professores do Ensino Fundamental: expectativas e interesses da pesquisa educacional nos últimos 15 anos no Brasil

Abstract

The teaching continuing education has been target of several discussions in the last two decades. Researches made in that area, some of them has the intention of identify the major formation needs of the teachers and propose policies that collaborate to attend the practice demands, but there are few studies. In the survey of studies conducted in the last 15 years, has been found only 24 works that addressed the topic “Formation needs”. To conduct the survey was used a study of the type state of the art (Ferreira, 2002), with the objective of map the theoretical productions of the Thesis Bank of CAPES and the Works of the last 12 meetings (24ª-36ª) of the National Association of Graduate Studies and Research in Education-NAGSRE, that discussed the topic Formation Needs of Teachers of the 1st to 5th year of the Fundamental Teaching. Then the themes were identified and the most recurrent references on the subject analyzed, in which the results show that are few the Works developed in that area, that many of them wasn’t been made only with teachers , but also with coordinators, besides the fact that in three of them have been discussed more specific areas , like
Science and art. The analysis of the works produced addressed ta a tendency of the appreciation of the classroom practice and the teacher knowledge. The authors of the teacher learning and the professional development are used as theoretical frameworks (Mizukami, 1996; Garcia, 1999). The reflection is seen as guiding the work and the need for teaching appreciation policy is highlighted.