Continuing training in the space of pedagogical coordination: dialogues abourt school organization in cycles

Abstract

The school organization in cycles has been in effect throughout elementary education in the public school of the Federal District since 2014; however, its theoretical and methodological assumptions are not discussed enough among teachers, which can impact the teaching-learning process. Thus, this action-research, with the objective of promoting reflections on the school organization in cycles among professionals who are already inserted in the practice, used active methodologies during the action of continuing education in the expectation of collective and collaborative study. The analyzed data resulted from the records made during the training action carried out at two different times. Based on that, it was possible to observe that the teachers already had an approach to the theme; however, some reflections suggest the need for other training actions to take place, since the culture of the grade school based on failure is still present. Nevertheless, this action-research assures the importance of continuing education actions, carried out within the school space and that are guided by dialogue and teacher protagonist.