Formação continuada de professores de Ciências na Rede Pública Estadual de Pernambuco

Abstract

This work investigates the teacher development programs offered to science teachers by the State Educational Office at Pernambuco (SEE-PE) and the Education Directory (DEE) from 1999 to 2002. It aims (a) to identify proposals for teacher development programs made by contemporaneous educators linking them with the perspective of teachers, technicians and manager; and (b) to analyze the contributions of teachers’ development programs to improve science teacher’s educational practice under the view of the actors. For that, official documents about teachers development programs produced both by the state and the whole country were analyzed. Questionnaires and interviews were utilized with the manager of this program at SEE-PE, with the technicians responsible for the science area and, finally, with a sample of science teachers working in schools managed by DEE South, Recife. The results show that SEE-PE wants to promote a good quality services for teachers development programs. However, the interviewer know that the system has financial and structural limitations. So, the results show the importance of a new model for the continuous education for science teachers of Pernambuco state schools that encompasses suggestions made by teachers, technicians and the manager to effectively contribute for good educational practice and, consequently, for student’s knowledge.