SCHOOL MANAGEMENT AND THE CRITICAL-REFLECTIVE TEACHER'S CONTINUED EDUCATION IN PEDAGOGICAL COORDINATOR'S PERSPECTIVE

Abstract

This article aims to discuss the teachers' continued education in order to their practice in the school context, trying to understand how the formative actions occur, in an attempt to find evidence about the possibility of teachers' continued education in the critical-reflective professional perspective, when the school is this process central locus. Through a literature review and fieldwork, a semi-structured interview was performed with the coordinator in a school in Birigui/SP. The data analyzed descriptively and interpretatively revealed the managers' role importance in the formation processes in the school environment and a gap concerning the conceptual and practical appropriation by the educational actors about the formation in the critical-reflective intellectuality viewpoint. We conclude that continued education activities should become one of the tools in teacher's development as an active and engaged professional in the subjects' service of the social emancipation involved.