The continued formation of teachers and its impact on the daily practices

Abstract

The subject of this paper is the continuous formation of teachers in the Accelerated Classes Project in the State of São Paulo. The problem: what is the impact of the continuous formation in the day-to-day teaching practice, after some time and ceased the especial conditions from the project implementation? The objective is to move forward in the discussion on how the teacher absorbs a proposed innovation and incorporates it to day-to-day practices in the construction of his/her professional career. The investigation, which has a qualitative approach, was developed in two public schools for basic education from the São Paulo State Government. It was made through observations and interviews, by using an intentional sample comprised of teachers that participated in the formation provided by the Accelerated Classes Project in the years of 1996 and 1997, when the project was implemented. The research also involved the analysis of intra and extra-school factors that have influence over the teacher’s work. The main theoretical interlocutors in the analysis of results, which was based on the Sociology of Education, were Hargreaves, Jackson e Sarmento way each one of the variables that intervene in the behavior of the teacher. It also concludes that the traditions present in the educational culture have appreciable influence over the teacher’s work; that an innovation never replaces the former practice in a complete way, rather it is incorporated to it; and that there is a conflict of perspective between the ones proposing the changes and the teachers that will implemented them. This way, after the end of formation and ceased the special work conditions that are offered, some of the changes proposed are incorporated to the teacher’s work, some are modified, an some are lost.