Cycle (s) and continued teacher training

the macro and mesosocial perspectives of analysis of an educational management

Abstract

In order to reach the objective of characterizing the continuous formation of teachers in a public school in Rio de Janeiro, we seek to investigate how the continuous formation of teachers is organized in schools organized in cycles. In the macrossocial dimension, large-scale evaluation data were used. In the mesossocial dimension, a case study was done in a public school in the city of Rio de Janeiro through observation and interviews. The study considered the training experiences promoted by the Municipal Education Department (SME/RJ) and the school itself. The research was interested in aspects that go beyond the classical perspective of
continuing education.