O Encontro de Formação de Professores (ENFORMA): uma análise das (im)possibilidades de formação inicial e continuada

Abstract

This research of aims at the training of teachers with the delimitation in the initial and continuous training that can happen through the ENFORMA - Meeting of Teacher Training Campus Luziânia, in the year 2018. The formative meeting is an extensionist action initiated in 2017 and which in 2018 also became a research registered in the Research Office of the State University of Goiás (UEG) with the title "The ENFORMA - Meeting of teacher training as a training possibility continuous and initial ", with the temporal delimitation in the meetings of 2017 and 2018. Both the extension project and the research are actions carried out by GEFOPI - Group of Studies in Teacher Training and Interdisciplinarity. In view of this, a research was cut for this TC that had as "what are the possibilities and the obstacles of the continuous formation of the teachers of the Municipal Education Network of Luziânia and the initial formation of the academic members of the GEFOPI by the ENFORMA, 2018?" As an extension project, ENFORMA began in 2017, but for TC research, the 2018 meetings were considered, since there was a reformulation in the initial project to meet a more specific demand from the Municipal Department of Education of Luziânia. Thus, the general objective of this work was to analyze the possibilities and obstacles of the continuous formation of the teachers of the Municipal Education Network of Luziânia and the initial formation of the academic members of GEFOPI by ENFORMA in 2018; and specific objectives 1. to conceptualize initial and continuing teacher training; 2. discuss the conceptions of university extension in Brazil; 3. present the GEFOPI as a group of studies; 4. to understand ENFORMA as a project for academic, procedural and organic extension; 5. Present the achievement and the academic-scientific reach of the editions of the ENFORMA in 2018; and 6. analyze, in the voice of the actors of the ENFORMA 2018, the initial and continuing teacher training. For that, it was theoretically based on the authors Lüdke and André (1986); Freire (1983, 1996); Reis (1996); Demo (2002, 2004, 2006); Severino (2007); Curado Silva (2011); Síveres (2013); Pimenta (2013); Oliveira (2013); Cross (2017); Curado Silva and Kochhann (2017); among others; as well as documentally, in the GEFOPI and ENFORMA projects, available in the Pegasus Platform of the State University of Goiás. Therefore, the research was a qualitative, bibliographical and documentary research, as well as a case study of the GEFOPI and ENFORMA actors. instruments of data collection were the participant observation of the formative meetings; mixed questionnaires (SEVERINO 2007) applied to the students at each meeting; and semi-structured interviews with both the trainees and the GEFOPI academics who participated in most of the course (50% plus 1 of the meetings). From the analyzes, which considered the method of triangulation of the data proposed by Yin (2001), it was possible to perceive that the extent to which the activities were carried out through the ENFORMA was becoming knowledge both the teachers of the initial formation and those of continued formation, because the results of the questionnaires were possible to realize that the teacher who does not research is bound to the traditionalist practice