Racionalidade técnica e (semi)formação continuada de professores: análise das reuniões pedagógicas na escola

Abstract

This study aims to reflect on the conditions for the development of the continued formation to which teachers of the educational state system of Minas Gerais are having access within their respective institutions, more specifically in the so-called pedagogical meetings. For this purpose, this study analyzes an experience in a public school located in a city in the south of the state, in which it was possible to observe the concreteness of the policy that allocates a third of the teacher‘s weekly working hours for extracurricular activities, among them the pedagogical meetings, identifying the logic that has guided this time of collective work. This way, it is sought subsidy in the production of thought of the Critical Theory of Society, also known as the Frankfurt School, especially in the concepts of instrumental rationality, cultural industry and semiformation, in order to understand how the critique of this theoretical mark to modern society remains alive. Furthermore, it is sought to comprehend how the assumptions of this model of social organization are present in the institutional formation spaces. Finally, it was aimed to identify, in the specific case of this school, what in those meetings must be overcome or preserved, when thinking about formation in the Frankfurtian terms.