Dimensões Políticas e Pedagógicas da Formação Educacional Continuada

A formacao continuada dos professores tem sido alvo de debates e discursos politicos frequentes nos ultimos anos. Nessa direcao, este estudo buscou analisar o fato da formacao educacional continuada ter-se tornado tao necessaria e debatida nas dimensoes politicas e pedagogicas da educacao. De cunho qualitativo e pautada no metodo do materialismo historico-dialetico, esta pesquisa buscou apontar, por meio de uma analise critica de documentos internacionais e nacionais, leis, livros, artigos cientificos, teses e dissertacoes, as abordagens que cercam a formacao continuada, trazendo a tona questoes pertinentes que ajudam a entender seu significado/sentido, sua historicidade, suas implicacoes, suas relacoes, a fim de provocar “novos” entendimentos e “novas” praticas acerca desse tema de relevância para a acao docente. Para uma efetiva formacao continuada sao necessarios novos programas, novos metodos, uso de novos recursos tecnologicos para articular os saberes cientifico-culturais indispensaveis para a aprendizagem dos alunos como cidadaos e futuros profissionais. Isso deve ser previsto tanto na dimensao teorica quanto na pratica em todos os cursos e processos de formacao continuada. Desta forma, emergem duas conclusoes essenciais. A primeira diz respeito a necessidade de que os professores conhecam as politicas publicas de educacao e a respectiva proposta de formacao continuada que delas decorre. A segunda aponta para o indispensavel dever profissional de aprofundar e atualizar o conteudo especifico que ministram, tanto em sua dimensao teorica quanto na dimensao de uso social.   Palavras-chave: Formacao Docente. Politicas Publicas. Dimensao Teorica e Pratica.   Abstract The continuing education of teachers has been the subject of frequent political debates and speeches in recent years. In this direction, this study sought to analyze the fact that continuing educational training has become so necessary and debated in the political and pedagogical dimensions of education. Of a qualitative nature and based on the method of historical-dialectical materialism, this research sought to point out, through a critical analysis of international and national documents, laws, books, scientific articles, theses and dissertations, the approaches that surround continuing education, bringing surfacing pertinent questions that help to understand its meaning/sense, its historicity, its implications, its relationships, in order to provoke “new” understandings and “new” practices about this theme of relevance for the teaching action. For effective continuing education, new programs, new methods, use of new technological resources are necessary to articulate the scientific-cultural knowledge indispensable for the learning of students as citizens and future professionals. This must be foreseen both in the theoretical dimension and in practice in all courses and processes of continuing education. In this way, two essential conclusions emerge. The first concerns the need for teachers to be aware of public education policies and the respective proposal for continuing education that results from them. The second points to the indispensable professional duty to deepen and update the specific content they teach, both in its theoretical dimension and in the dimension of social use.   Keywords: Teacher Education. Public policy. Theoretical and Practical Dimension.