Reflective continuing education – ways of management in favor of teaching knowledge

Abstract

This article comes from a hermeneutic approach for the discussion about knowledge-experience, based on the categories of analysis: the practice of continuing education and the nature of training/supervision/assistance with municipal schools. The empirical field takes place in an experience with a Municipal Department of Education, located in a city in the interior of São Paulo, in a Brazilian state. The argumentative analysis carried out is constituted as a possibility to face, as a priority, the theme of teacher training from the understanding about the logics that structured educational administration – as a “banking” training, which is organized through technical rationality. That is, the idea of an overvaluation that there are those who know, in this case, supervisors, who must monitor and define what the teachers should know. It is a based point of the construction of this analysis, therefore, the teaching experience for the deconstruction of the precariousness, the lightening, of the marketing ideas that grow and try to succumb with a reflective pedagogical work committed to the knowledge and integral development of the other. Thus, the idea of, knowing ourselves determined by the knowledge one day acquired, being prepared to transmit it, is brought with the purpose of launching into what is not understood, what is not known, which moves towards the deconstruction of its certainties through action-reflection-action.