A formação continuada de professores nas reuniões pedagógicas de uma escola estadual de Viçosa (MG)

Abstract

This dissertation aims to analyze how pedagogical meetings held at Alice Loureiro State School (EEAL), located in Viçosa, Minas Gerais, serve as a space for the continuing professional development of teachers. The study adopts a mixedmethods approach, predominantly qualitative, and is designed as a case study. Initially, interviews were conducted with a randomly selected group of teachers, whose responses informed the development of a questionnaire subsequently administered to the school’s tenured teaching staff. The analysis focused on teachers’ perceptions, highlighting both the strengths and limitations of continuing education initiatives carried out in the context of extracurricular activities. Among the strengths are teachers’ recognition of the importance of professional development and their engagement in external training programs. The main limitations include the predominance of administrative agendas, limited responsiveness to teachers’ needs, the absence of context-specific training strategies, and inadequate infrastructure. Based on these findings, an Educational Action Plan (EAP) was developed to enhance pedagogical meetings as meaningful opportunities for professional learning within the school environment. The theoretical framework draws on the works of Imbernón, Nóvoa, Tardif, Gatti, Libâneo, and Oliveira, as well as educational policies that govern continuing teacher education in Brazil and in the state of Minas Gerais. The study reaffirms the importance of cultivating a culture of professional learning within public schools, recognizing pedagogical meetings as a strategic tool for teacher development.