A continuing education and challenges to (re)construction of professionalism

Abstract

This paper aims to discuss the topic of continuing education for teachers, taking as focus the interest in knowing more and better teachers and their teaching in order to find out which paths used to (re)build their professionalism. In that sense, we seek to analyze the formation processes that help teachers respond to the demands, the expectations, the diversity and wealth of possibilities inside and outside the classroom. The methodology used corresponds to a qualitative, descriptive approach. For data collection was used as a procedure to systematic observation of teaching activity in school life and individual interviews with semi-structured questions. The field research involved six teachers from a technical education institution in the city of Porto Alegre/RS. The data were organized and interpreted through Textual Analysis Discourse. Teachers inquire and reflect on the pedagogical practice on the didactic organization of their classes, questioning its role and its responsibility at the time to organize your class, as well as their participation on the curriculum and on the decisions on the school premises. Teachers have awareness of the importance of dialogue, exchange of experiences; the first step has been taken by teachers to recognize the need for change. There is a clear perception on their part that the present scenario has demanded a (re)construction of the professionalism of the teacher and a (re)adaptation of pedagogical practice to meet the demands brought by students in the classroom.