Pacto Nacional pelo Fortalecimento do Ensino M?dio e Forma??o Continuada: uma interven??o a partir da percep??o docente

The National Pact for Strengthening Secondary Education, Continuing Education and the current context of Secondary Education, through the analysis of failure and evasion rates, guided the discussion of this research. The National Pact for Strengthening Secondary Education, in which I acted as Study Advisor, motivated the research, since the Continuing Education provided by the Pact on school grounds promoted spaces for reflection. In this perspective, the research aimed at analyzing the limits and potentialities that prevented or enabled a collective action among the participants to consolidate Continuing Education spaces in the school, according to the proposal of the National Pact for Strengthening Secondary Education. Therefore, the research was developed in a public school belonging to the state of Santa Catarina, Brazil, in the town of Chapec?, and the subjects were the Secondary Education teachers who participated in the Pact. The research was delineated based on principles of action research, with a qualitative approach. During the action research?s exploratory phase, I concluded, from the open questionnaires carried out with the teachers, that the Continuing Education proposed by the Pact had been erased together with the program; however, teachers described non-continuity as a negative aspect. By means of this diagnosis, I identified the problem and constructed a proposal of intervention to be discussed with this group, to constitute spaces of continuing education in the school from the perspective of reflecting on the practice from the theoretical contributions of Paulo Freire. The intervention happened in five moments, and I used circles of culture as a methodology for the meetings. The arrangement in a circle allows the construction of horizontalized and dialogical relations, and all participants act as subjects. During the culture circles, the field diary, participant observation, and the descriptive questions answered by the teachers guided the analysis of intervention data, based on content analysis. The intervention spaces allowed for moments of reflection on the practice, a new look at the subjects of Secondary Education, the awakening to new readings and the strengthening of the group. Looking at the limits, I stress teachers? excessive workload, lack of time to research and plan the classes, and work in several schools with a small workload. In this process, I concluded that continuing education is paramount, since, in addition to strengthening the group, it promotes reflection on pedagogical praxis, search for theoretical contributions to substantiate the teaching practice, and teachers begin to see themselves as protagonists. I believe the overall goal has been achieved. The intervention contributed to the formation of a training space; nonetheless, the path to ensure the continuity of actions is arduous and requires a lot of persistence from the pedagogical team.O Pacto Nacional pelo Fortalecimento do Ensino M?dio, a Forma??o Continuada e o atual contexto do Ensino M?dio, atrav?s da an?lise dos ?ndices de reprova??o e evas?o, nortearam a discuss?o desta pesquisa. O Pacto Nacional pelo Fortalecimento do Ensino M?dio, no qual atuei como Orientadora de Estudo, motivou a pesquisa, visto que a Forma??o Continuada proporcionada, pelo Pacto, no ch?o da escola, promoveu espa?os de reflex?es. Nessa perspectiva, a pesquisa objetivou analisar os limites e potencialidades que impediram ou possibilitaram a a??o coletiva entre os participantes para a consolida??o de espa?os de Forma??o Continuada na escola, de acordo com a proposta do Pacto Nacional pelo Fortalecimento do Ensino M?dio. Logo, a investiga??o foi desenvolvida em uma escola p?blica estadual, no munic?pio de Chapec?, e os sujeitos foram os professores do Ensino M?dio que participaram do Pacto. A pesquisa delineou-se a partir dos fundamentos da pesquisa-a??o, com uma abordagem qualitativa. Durante a fase explorat?ria da pesquisa-a??o, conclu?, a partir dos question?rios abertos realizados com os professores, que as forma??es propostas pelo Pacto haviam se apagado juntamente com o programa; por?m, os professores descreveram a n?o continuidade como aspecto negativo. Mediante esse diagn?stico, identifiquei o problema e constru? uma proposta de interven??o para ser discutida com esse coletivo, com o intuito de constituir espa?os de forma??o na escola, na perspectiva da reflex?o da pr?tica a partir do aporte te?rico de Paulo Freire. A interven??o aconteceu em cinco momentos, e utilizei os c?rculos de cultura como metodologia dos encontros. A disposi??o em c?rculo permite a constru??o das rela??es horizontalizadas e dial?gicas, e todos os participantes atuam como sujeitos. No decorrer dos c?rculos de cultura, o di?rio de campo, a observa??o participante e os questionamentos descritivos desenvolvidos pelos professores orientaram a an?lise de dados da interven??o, a partir da an?lise de conte?do. Os espa?os de interven??o possibilitaram momentos de reflex?o da pr?tica, um novo olhar aos sujeitos do Ensino M?dio, o despertar a novas leituras e o fortalecimento do grupo. Diante dos limites, destaco a excessiva jornada de trabalho do professor, a falta de tempo para pesquisar e planejar as aulas, e trabalhar em v?rias escolas com uma pequena carga hor?ria. Ressalto que, nesse percurso, conclu? que as forma??es continuadas s?o primordiais, visto que, al?m de fortalecerem o coletivo, promovem a reflex?o da pr?xis pedag?gica, a busca por aportes te?ricos para fundamentar a pr?tica, e o professor come?a a enxergar-se como protagonista. Acredito que o objetivo geral foi atingido. A interven??o contribuiu para a constitui??o de espa?o de forma??o; entretanto, o caminho para garantir a continuidade das a??es ? ?rduo e exige muita persist?ncia da equipe pedag?gica