CONTRIBUTION OF UNIVERSITY EXTENSION TO THE CONTINUING EDUCATION OF TEACHERS

AN ANALYSIS OF THE EXPERIENCE OF A COLLABORATIVE STUDY GROUP

Abstract

This article is the result of professional master's research whose object of study is a group of teachers from the Municipal Education Network of Guapirama - PR and their teaching practices. The reflections presented by the researcher emerge from the experience as part of the collegiate of the Municipal Education Network of Guapirama and from the process of implantation and institutionalization of the Critical-Historical Pedagogy in the referred education network. Some questions arising from this process and the problem that guided this investigation was: What are the contributions of the Collaborative Study Group on Teacher Planning Critical-Historical Perspective (GCE PDPHC) to the Municipal Education Network of Guapirama? The organization of the collaborative group was based on the methodology of action research, carried out in four phases: exploratory phase, main phase, action phase, and evaluation phase. The historical dialectical materialism and the Critical Historical Pedagogy were the basis of this work in what concerns the vision of the world and of education, as well as they were used for the organization of the texts discussed by the group. It was possible to verify that the use of the collaborative group for continuing education teachers, articulated with the theoretical foundation of Historical-Critical Pedagogy, is an efficient strategy. The research also contributed to a change in the participants' perspective on teaching planning from a historical-critical perspective.