Tempo extra-aula: considerações a partir de discursos sobre formação continuada de professores

Abstract

The present work aims to discuss and analyze the attainment of extracurricular time and its relationship with the continuous professional development of teachers working with students in the final years of elementary education in a state school located in the city of Varginha, Minas Gerais, Brazil. The objective was to investigate and reflect on the conditions under which extracurricular time takes place and its implications for the individuals involved, seeking to understand their perception through their discourse about the possibilities and issues arising from this time. To achieve this, the study begins with a historical contextualization of important points in Brazilian education, tracing a chronological line to the present time. This contextualization is necessary because education has been reformulated several times, but it has always been permeated by a binary relationship: on one side, the oppressors, and on the other side, the oppressed. Through this perception, the work proposes alternatives to counteract this reality through education. Further ahead, the relationship between teachers and the organization of extracurricular time at the school is discussed. At this point, the focus is on understanding how time is organized within the school as an institution, in order to establish a counterpoint between the literature and the perceptions of those involved. The analysis is conducted through a review of the laws that regulate extracurricular time in Brazil and the state of Minas Gerais, as well as various authors who have discussed the subject. Finally, the collected data from semi-structured interviews with participating teachers is analyzed. The data are treated by examining the discourse of the participants, taking into account the context in which they are inserted and reflecting on their expressions and actions in accordance with the proposed study. Upon analysis, it is concluded that the continuous professional development of teachers in the context of extracurricular time is a valuable and interesting possibility, an alternative to consider. As it is stated in this work, this stage of professional development is linked to the personal growth of the individuals involved in education, rather than solely focused on acquiring new academic titles.