Programa Ensino Médio Inovador – ProEMI no Maranhão: necessidades formativas de professores para o desenvolvimento de práticas pedagógicas inovadoras em escolas públicas de São Luís

Abstract

This study, called "INNOVATIVE HIGH SCHOOL PROGRAM - IHSP IN MARANHÃO: training needs and innovative pedagogical practices of teachers in public schools in São Luís”, is linked to the research line: Learning, Training and Professional Teaching, as well as the project "innovative high school teachers in RN: beliefs, training needs and pedagogical innovation" developed by the Postgraduate UFRN Program. The problem this research faced was: Since its implementation in 2009 the Innovative High School Program (IHSP) in São Luís has been facing great challenges to teachers, bringing as one of the requirements, the creation of "innovative proposals in schools." Has this fact warned about the emergence of new training needs for innovative teaching practice? And as a general objective: Conducting a study about the teachers‟ training needs which emerged in the context of the Innovative High School Program‟s performance in public schools in São Luís / MA aiming continuous education of innovative teaching practices. In order to achieve this objective, we have choosen the theoretical framework of the historical cultural conception in Leontiev‟s (1983, 1998) and Vygotsky‟s (2003) Theory of Activity, as the main basis of the analysis, keeping a constant dialogue with scholars of this theory and members of the teacher training area as Rodrigues and Esteves (1993), Nóvoa (1995), Carbonell (2002), Ramalho, Núñez and Gauthier (2004), Muñoz and Hernández (2008), Núñez (2009), Ramalho and Núñez (2011a, 2011b), Marcelo (2013), among others. It is an analytical exploratory study based on qualitative/quantitative approaches, focusing on identifying and characterizing mental representations of innovative teaching practice, determining and setting the priority for the teachers‟ training needs in the program. The instrument used for data collection was a questionnaire with open and closed questions. The procedures applied to analysis of the results were descriptive statistics and Bardin content analysis (2011). Throughout the research, the teachers explained that innovative teaching practice can come through further learning in teacher education. According to this view, creativity is one of the components in the planning and development of the most dynamic and creative activities in the framework of teaching practice. The analysis also revealed that the training needs presented by teachers arose from experience of their professional practical activity in several IHSPs performance contexts.